Educational Leadership and Change

For too long, the necessary skills to undertake middle tier roles
have been directed towards strong management and administrative capabilities, leaving ‘real’ leadership for those at the
top. Such views are changing as it becomes more recognised
that school organisations are much more complex and that
leadership is exercised everywhere. In the circumstances of
my studies, an examination of teachers’ responses to reform
revealed the important leadership role of middle tier teachers,
since it is this group that has primary responsibility for implementing
policy within the site-specific and nuanced contexts
of a school’s mission and values as identified by its executive.
A large part of organisational understanding of effective implementation
of reform rests with this group who are required to
lead change as much as they are required to manage it. Effective
leadership in contemporary educational environments, therefore,
cannot ignore the challenges and opportunities for this
important group of leaders.

This literature review was conducted during the conditions of the third UK lockdown in response to the COVID-19 global pandemic and looks at a variety of research, mostly through peer reviewed articles but also via eBooks printed since the National College of School Leadership review of 2003 (Bennett et al.). It considers the definitions offered in the interim
between 2003 and the present. It examines where Bennett’s declared lack of a framework leaves distributed leadership, how it can be misinterpreted and considers who has the autonomy to allow this distribution to occur. Finally, it considers how leadership has been affected by the pandemic.

The International Baccalaureate Continuum offers both local elite and the expatriate populations
around the world a transferable and transportable education package from pre-Kindergarten to grade 12. IBC full diploma graduates are positioned to be accepted into the best universities in the world. For critics, the IBC is Western elitist and for the wealthy and advantaged, who seek to offer social distinction, college preference, and superior career paths to their children. To those who support the IBC, full diploma graduates are prepared for the 21st Century in skills that include global citizenship, creative and independent thinking, and life skills that are indispensable to university and professional preparedness. Little qualitative or quantitative scholarly research has been conducted to investigate the claim for or against the IBC as a contributor to 21st Century teaching and learning skills. Parents, students, education policy- makers, and educators need to understand the difference between perceptions based on clever marketing and branding, and the actual benefits of an IBC education, which represents a huge financial investment for parents and schools, and a rigorous commitment for students. The purpose of this study was to investigate IBC schools in South Korea, and to compare the results to related scholarly research conducted in neighboring Asian countries such as Singapore, China, and Japan. This was then contrasted with comparative studies done around the globe on IBC schools, for commonality and diversity in the findings. The global and rapid expansion of international education is underpinned in theories of constructivism, peace education and globalization, with a focus on world education culture and the reproduction of neo-colonialist tendencies with global and local elite societies. A total of 21st participants, comprised of internationally experienced qualified IBC educators were interviewed at prestigious international
ii
schools in South Korea. The interview questions were based on similar studies conducted in the IBC Asian-Pacific Region. The results were coded for their relevance to 21st Century teaching and learning skills. New themes emerged such as the phenomenon of excessive afterschool tuition called hog won. The results are comparable to previous studies in that while there is strong support for a relationship between 21st Century teaching and learning skills in the IBC, it is in fact found in schools that largely cater to private and exclusive groups of communities such as the ‘glocal’ elite and Western expatriate populations in South Korea. This implies that while an IBC education is superior in quality, it is only available to a select few in South Korea, which seems comparable to neighboring Asian countries (Lee & Wright, 2016; Wright & Lee, 2014a; 2014b; Wright, Lee & Feng, 2018).

An effective educational leadership philosophy involves mindful adherence to a set of approaches and core beliefs about teaching, learning and work environments. Educational philosophies are as diverse and unique as the individuals who espouse them. My core beliefs about educational leadership are drawn from a wide array of loosely connected concepts and " theories of action " that work in complimentary fashion to facilitate a well-run educational institution that positively impacts teacher effectiveness and student learning. Below I have clustered some key concepts that I embrace because various literatures, and my own research, indicate that they make a difference. In general, I believe the problems of today, dreams for tomorrow, and challenges of the future are best met by positive leaders who are informed, in touch, and involved in facilitating the success of those served. I strive to live and teach this philosophy of leadership in all I do. –XX The ultimate aim of education, as I see it, should be to teach students to use their minds well. In the 21 st century it is imperative that students access, comprehend, evaluate and judiciously act upon information, and then learn to generate and communicate new knowledge. Education at all levels should involve dynamic student-centered learning environments, which spark individual student achievement. Constructivist approaches, such as Active Learning, and Authentic Pedagogies hold much promise for improving student achievement because they emphasize student engagement and application in real-world contexts. When implemented well, on an institutional level, I believe students in social cognitive constructivist programs have numerous advantages over peers in traditional settings because the stimulating learning activities tend to engage and motivate learners. Educational leaders must clearly articulate institutional goals, philosophies and approaches to avoid competing ideologies from within the school from nullifying potential gains and creating cultures that are disjoint and competitive. Educational leaders can magnify the impact of the systems human and other resources by unifying faculty and staff under a common direction and approach. Clearly articulating a philosophical approach (such as social cognitive constructivism) involves critical evaluation and coordination of multiple aspects of the system operations for philosophical consistency, including vision and mission statements, curricula, instructional materials, professional development, programs, policies and practices so that they are aligned to the core tenants of the embraced philosophy. Leaders who dare to take a systemic approach are more likely to unite their staff in thought and action toward common goals. Leadership that Builds Collegiality and Shared Leadership A diverse faculty and staff unified by a common vision and mission is an extremely valuable asset. Team approaches reduce isolation and allow professionals to work collectively to develop the knowledge, skills and resources to meet challenges, while still fostering individuality and unique contributions. Healthy school cultures are typically found in high challenge, high trust, and high engagement work environments, that emphasize collaboration and problem solving. Effective teams can go a long way towards building productive collegial relationships., characterized by non-threatening and respectful professional debate. Shared leadership approaches can also provide faculty with a sense of empowerment and purpose, as well as providing a mechanism for problem solving. Shared leadership and improvement planning can also give voice to multiple groups within educational communities including students, parents, support staff, sister communities, and such and can increase community support for educational programs. In general, the administrative approach should place a high premium on building a non-competitive collaborative environment. Maintaining high faculty morale and vibrant teams of caring staff is among the most important aspects of school operations, including curricula and policy, because a caring and engaged staff the feels valued will have higher motivation. A motivated, challenged, collegial staff can do more to spark student learning than most any other aspect of operations, thus this must remain a priority of effective educational leaders. Professional Orientation has to do with the attitude and work habits of teachers and staff, and is greatly influenced by leadership priorities and approaches. Teacher norms in schools with a strong Professional Orientation involve assuming personal responsibility for student learning by increasing internal capacity to meet student needs. In school cultures high in Professional Orientation teachers tend to be perpetually preoccupied with finding more and better ways to engage learners. This typically creates a stimulating and vibrant work culture, characterized by highly committed and resourceful teachers with a large repertoire of instructional skills. Frequently, these schools have higher teacher morale and job satisfaction, which is associated with greater teacher retention. I espouse educational leadership styles that structure resources including, time, space, staff schedules, funding and so forth in order to maximize teacher professional learning and exposure to new instructional approaches and resources. Administrative practices that prioritize collaborative planning, ongoing job embedded learning, and in-class peer instructional support are more likely to facilitate higher Professional Orientation. Leadership for Professional Orientation also involves encouraging innovation and learning by trial and error. Routine monitoring and recognition of teacher leadership play crucial roles. Instructional Leadership that involves modeling, mentoring and clinical supervision such as frequent informal class visits and feedback, go a long way toward establishing strong Professional Orientation. Knowledgeable, engaged and supportive leadership over time helps to cultivate a culture where professional learning flourishes. Managing this type of robust culture requires leaders who are well-informed, open-minded, collaborative, flexible, highly involved with teachers, staff and students and are willing to take initiative to build to the intellectual community of the school.

The book "The New Meaning of Educational Change" is highly effective to read for such leaders of educational organizations who miserably fail in bringing and consolidating the change process. It is equally important for the teachers to go through this book in detail so as to know their part in the change process and in complex school systems. Fullan has effectively highlighted major educational change problems which happen in most of the contexts, and he has successfully engaged readers with different aspect by providing insightful and anecdotes. The book is packed with lots of critical information related to change which requires reflecting and relating with our own context to see what actually happens. For those of us focused on educating, researching, helping, and driving school and educational system change, Michael Fullan has filled in as pioneer, guide, and tutor.

Efficacy of a leadership approach may be highly dependent upon cultural factors, making additional research in foreign contexts necessary. A methodology was developed to investigate the relationship between Confucian values and leadership preferences. Responses on the Chinese Values Survey (CVS) were compared to those of the Vannsimpco Leadership Survey (VLS) for both Korean (N = 48) and American (N = 47) university respondents. Correlations for both groups revealed a link between Confucian values and hybrid leadership styles. Among Korean faculty, this link was even more pronounced, yielding significant correlations to autocratic-transformational (rs [30] = .513, p < .05), autocratic-transactional (rs [30] = .420, p < .05), democratic-transformational (rs [31] = .567, p < .001), and democratic-transactional (rs [31] = .482, p < .01) leadership. Results suggest that simple theoretical approaches to leadership do not address the complex interplay between autocratic (Li) and democratic (Ren and Yi) Confucian virtues.

Abstract: This study explores the leadership actions-oriented behavior of school principals in Finland. Actions-orientated behavior
enables the leader to appropriately articulate relations and task orientation to meet the immediate contextual demands and
to accommodate followership toward change and development. The leadership actions-orientated behavior of Finnish school
principals were studied in three schools. In-depth interviews with school actors (principals, vice principals, teachers, special
educators, and nonteaching staff) were conducted to triangulate the analyzed data. It was found that leadership actions-oriented
behavior enabled school leaders to articulate appropriate behavioral patterns to generate motivation and commitment. The
results suggest that actions orientations toward high-on relations enabled leaders to achieve leadership success, while actions
orientations toward high-on task enabled leadership effectiveness. Actions-oriented behavior toward high-on task enables
leadership flexibility with greater leadership elasticity. The results suggest that school actors anticipated a relational approach,
whose actions orientations were high-on task. The results also suggest that relations-oriented behavior is rationally applied by
school leaders who have remained in the organization for a longer time to strengthen the systematic approach. It was found
that leaders’ actions orientation with high-on task were more effective, while leadership actions orientation with high-on
relations generated social harmony. The results suggest that leadership actions-oriented behavioral flexibility and mobility can
be maintained by articulating high relations to low relations and high task to low task, not necessarily from task to relations or
relations to task alone. In doing so, a leader’s personality is prevented from distortions and behavior dysfunction.

Keywords: leadership behavior, actions-oriented behavior, relations-oriented behavior, task-oriented behavior, contextual variation,
leader’s case study, behavioral articulation, Finland, Skills, Ability, Competences and Intelligence (SACI)

Using a sample of 300 Arab teachers in Israel, we developed a model to analyze how school-based management directly and indirectly (through motivation) affects school effectiveness. The results show that there is a positive relationship between all dimensions of self-management (decision-making, resource and personnel management, availability of resources, and organizational structure) and school effectiveness. In addition, the results show full mediation between resource management, personnel and organizational structure, and school effectiveness through motivation. Theoretical contributions and managerial implications as well as directions for future research are presented.

Using a sample of 300 Arab teachers in Israel, we developed a model to analyze how school-based management directly and indirectly (through motivation) affects school effectiveness. The results show that there is a positive relationship between all dimensions of self-management (decision-making, resource and personnel management, availability of resources, and organizational structure) and school effectiveness. In addition, the results show full mediation between resource management, personnel and organizational structure, and school effectiveness through motivation. Theoretical contributions and managerial implications as well as directions for future research are presented.

Published in Spanish in an edited book by Jose Weinstein, Director of a Center For School Leadership  Development (CEDLE) at  the Diego Portales University in Chile. 

Gurr, D. (2019) Panorama del liderazgo en  escualas de alta complejidad (Panorama of leadership in high complexity schools), in Jose Weinstein & Gonzalo Munoz (Eds) 'Liderazgo en Escuelas de Alta Complejidad Sociocultural, Diez Miradas (Leadership in Schools of High Sociocultural Complexity, Ten looks)' (Santiago, Chile: Ediciones Universidad Diego Portales), pp. 19-70. 
DOI: 10.13140/RG.2.2.32182.73280

Within the book is a wide selection of ideas about leadership of schools in challenging circumstances and this chapter is designed to complement these by exploring ideas and research that I have found useful in thinking about this. After a short statement on the importance of leadership, the idea of challenging circumstances is explored by considering an example of how one country has constructed a measure of educational advantage that helps to locate schools on the challenging/advantaged continuum. Following this, studies from several countries that provide insights relevant to this important leadership area explored and an example of a principal successfully leading a school in a challenging context is provided. The conclusion provides eight summary statements in regard to leadership in challenging contexts that is likely to lead to school success.

During June 2017, over the course of 3 days at venues based in Switzerland and France, Globethics.net organised and hosted the inaugural meeting of the Consortium on Ethics in Higher Education. This coming together of students, teachers, professors, academics, vice-principals and rectors, inter alia, marked the establishment of a truly global collective that aims to create an ethical society through the transformative vehicle of education. They all strengthen the reputation of their institution by supporting efforts to integrate values-based decisions in governance, management and daily practices of staff at all levels; and promote ethical awareness and integrate ethical reflection in all aspects of education. This is report is a detailed overview of the presentations, outcomes and follow up of the conference that took place from 21st–23rd June 2017, that brought together over 60 delegates and individuals from various higher education institutions.

Normative thinking around democracy often emphasizes the supremacy of electoralpolitics, underplaying the salience of education as a defining feature to produce a moremeaningful, engaged, inclusive form of democracy. Critical pedagogy can be anextremely useful, illuminating and transformative means and process of deconstructinghow democracy is conceptualized, understood and developed. Critiquing theepistemological, experiential and hegemonic predispositions, manifestations, and intricatethinking that underpin inequitable power relations is fundamental to achieving a morepolitically literate and liberated populace. Being humble enough to acknowledge that ourepistemological framework may limit our understanding of democracy
—
along with adiagnosis of mainstream and normative assessments that are constrained by a tepideducational experienced dominated by a neo-liberal political economy
—
is fundamentalto re-formulating how democracy is understood, and, more important, how it maybecome more empowering for marginalized groups and all peoples. This paper explores are-conceptualization of democracy, premised on a more critical and engaged education,questioning and problematizing how power works.

I have studied education systems for almost 20 years, working with interdisciplinary research teams bridging the traditional gap between education administration and education technology disciplines. Two persistent, surprising research findings have emerged after studying institutions involving well over 300,000 teachers, leaders and communities. First, we find that contemporary education professionals use abundant language describing an ideal - better student learning outcomes by transforming schools into more social, participatory technology-enhanced learning environments. The second and more troubling theme is that the vast majority of these same school leaders, teachers and educational technologists are falling short of their ideals. Educators are failing to imagine, to lead and to sustain truly participatory schools and school districts.
This chapter is a response to those findings. To fill a knowledge gap, this chapter provides some theory and several sets of practical guidelines for participatory teachers, leaders, learners and the educational technologists who must work together to sustain meaningful Participatory Teaching and Learning (PTL) environments in the information age. Grounded by research findings from large studies of entire school districts and built from a complexivist, post structural approach, this chapter concludes with sets of practical guidelines for educators reconceptualizing an integration of teaching, supports and leadership across our schools and districts. This is an initial guide for school districts that want to explore and reconceptualize education so that we can lead, teach, build and learn together within more robust PTL environments.
First, this Chapter examines a paradigm shift that is necessary for sustainable PTL in school districts. Next, we survey important lessons from complexity theory to help educators understand the essential patterns of interconnected relationships that are essential for participatory teachers, learners and leaders. Following a brief overview of network and cluster theory for readers we suggest that participatory learning is better in a garden environment than in a tight flower box. Next, we examine the enabling role of educational technology and not just tools found within well-designed participatory environments. Finally, we conclude by offering guidelines for future school and district PTL teachers and leaders:
– Five design principles for project based, enabling LMS environments
– Seven principles for high capacity participatory network teams
– Four principles for leading innovation in participatory schools & Districts
– Three principles for leading change in participatory schools & Districts
The complicated nature of schooling today can make school teachers and school leaders feel that the constraints of procedures, policies and structures severely limit some of our most innovative new pedagogical practices (Shirky, 2008). Traditional practices sometimes represent more independent or closed ‘boxes’ for teaching and learning rather than the ‘open garden’ that is necessary for more liberated, meaningful participatory learning praxis. Our historical disciplinary or subject-based professional preparation for teaching very often separates contemporary education professionals at a time when interdisciplinary mindsets are required to design and enact, in particular, sustainable, PTL practices. Participatory education systems need new thinking to reconceptualise the complex interplay of disciplines, pedagogy and changing system structures to support sustainable collaboration in the education project.
We know that no single subject expert, school administrator or educational technologist can sustain meaningful participatory learning designs alone so to support PTL educators, this chapter suggests new ways that education professionals can open up pedagogical spaces by shifting to an information age paradigm where collaborative learning in education systems integrates within an education technology (not tool based) ecosystem. I argue that with this collection of new ideas and approaches educators can create more flexible administrative approaches and teaching supports to sustain genuinely social classes, schools, districts and communities. I suggest that this work must be done collaboratively and collegially by shedding old disciplinary and epistemological baggage brought from an outdated idea that technology is a tool, teaching is art and collaboration is piecemeal (polite) delegation. A failure to support and to co-create participatory learning designs, instruction and resources together in context, will result in more beautiful but unsustainable PTL efforts. This would be a recognizable but sad reality.

The aim of this study is to determine factors affecting the sustainability of educational changes. With this purpose in mind, exploratory sequential mixed methods design was used. During the first phase of the study, 18 teachers and school administrators were interviewed. In the second phase, a questionnaire was administered to 398 teachers and school administrators and collected data were analysed by Ordinal Logistic Regression Analysis. Results of the study revealed that the sustainability of educational changes that occurred in the Turkish educational system was generally poor. Research results also indicated that the four factors identified had statistically significant effect on the sustainability of educational changes.

This is a compilation of the notes i gave to my students, (apart from UNIT 1 which was covered by my colleague). Topics covered here are:

Unit 2: Major Schools of Philosophy and their contributions to present day Education
- Idealism
- Realism
- Naturalism
- Pragmatism
Unit 3: Introduction to Educational Sociology
- Sociology- meaning and definition
- Relationship between Sociology and Education
- Educational Sociology- meaning, nature and scope.
- Need for Sociological Approach to Education
Unit 4: Education and Change
- Education as an instrument of Social Change
- Mass Media as a means of Social Change
- Role of education in Cultural Change
- Social Groups- Primary and Secondary groups and their educational Implications
Unit 5: Current Social Problems Relating to Education in India
- Equalization of Educational opportunities
- Education of the Backward Classes
- Literacy and Girls Education
- Freedom and Discipline

This article presents findings from a 2-year qualitative study that examined teacher and administrator involvement with implementation of school reform initiatives in a public secondary school. Findings suggest that implementation had both positive and negative consequences. Although reforms advanced the school's ongoing discussion about continuous improvement and promoted some useful procedural change, the reform negatively changed some work conditions for teachers. This study prompts educators to consider the importance of context and perspective, both historically and in situ, during educational reform implementation.

In this chapter, I will first take the readers through what I consider to be essential decision-making questions that link assessment, teaching and learning. I invite readers to consider assessment as a broad term to express the different purposes, processes and practices used by teachers for collecting information, making interpretations of and responding to students’ learning. I will lead readers then to consider the promises of formative assessment and also consider the problems of interpreting formative assessment mechanistically and at face value. I propose eventually that a thoughtful use of assessment information can have positive impact on students’ learning, and effectiveness of teaching, provided we know enough of the promises and problems. We need to understand these so that we can make good all-round decisions in the classroom, and not rely on seemingly unproblematic definitions, intentions, past experiences and practices.


link: https://docs.google.com/presentation/d/1L_yolG-w66VA6rHDUynhG1-F4VR2j8yMlJjNb5nKDPE/edit?usp=sharing

Using the School Counselor Leadership Survey and the School Counselor Involvement in Partnerships Survey, this study of 546 school counselors explored which of the 5 school counselor leadership dimensions were associated with involvement in school– family–community partnerships. A hierarchical multiple linear regression analysis revealed that the leadership dimension that predicted counselor partnership involvement was systemic collaboration along with self-efficacy and role perceptions about partnerships, collaborative climate, and principal expectations. The authors discuss practice and training implications for school counselors.

This chapter focuses on an inquiry-oriented and multi-partner approach to teacher education and teacher professional learning created to inspire and support transformational change. In the project described in this chapter, the formation of and interactions between three regional professional learning networks (PLNs) empowered educators to re-imagine and redesign practices and structures across institutions, roles and regions in British Columbia (BC).

Toksik liderlik, bir örgütte yöneticinin çalışanlara karşı olumsuz tavır sergileyerek örgütte kurum kültürünü
etkilemesi ve kurumda toksik etki yaratmasıdır Bu çalışmanın amacı Milli Eğitim Bakanlığı personelinin görüşlerine
göre, MEB üst düzey yöneticilerinin toksik liderlik davranışlarının, çalışanların örgütsel güven ilişkine doğrudan
etkisini ve çalışanların örgütsel bağlılığına aracı etkisini ortaya koymaktır. Bu bağlamda, MEB’te görev yapan toplam
1202 gönüllü personele (merkez teşkilatında şube müdürü, memur, eğitim uzmanı, görevlendirme öğretmenler, İl ve
İlçe Müdürlüklerinde ise memur, eğitim uzmanı ve görevlendirme öğretmenler), üst düzey yöneticilerinin (Bakanlık
merkez teşkilatında daire başkanı ve genel müdür; taşra teşkilatında il ve ilçe milli eğitim müdür ve müdür
yardımcıları) toksik liderlik davranışları sergileyip sergilemedikleri, kendilerinin ise örgütsel güven ve örgütsel bağlılık
düzeyleri hakkındaki görüşleri sorulmuştur. Verilerin analizinde betimsel istatistikler kullanılmış ve ardından yapısal
eşitlik modellemesi yapılmıştır. Araştırma sonuçları MEB’te görev yapan üst düzey yöneticilerin büyük ölçüde toksik
liderlik davranışı gösterdiklerini, personelin orta düzeyde örgütsel bağlılığa sahip olduğunu ve personelin çok az
düzeyde örgütsel güvene sahip olduğunu göstermiştir. Yine, araştırma sonuçları toksik liderlik ile örgütsel güven
arasında negatif orta düzeyli ilişki, toksik liderlik ile örgütsel bağlılık arasında düşük negatif yönde ilişki ve örgütsel
bağlılık ile örgütsel güven arasında pozitif orta düzeyde ilişki olduğunu göstermiştir. Yapısal Eşitlik Modellemesinde
ise toksik liderlik ile örgütsel güven ilişkisinde örgütsel bağlılığın ‘kısmi aracı’ etkisi olduğu görülmüştür. Örgütsel
güvende toksik liderlik etkisinin örgütsel bağlılık aracılığı ile gerçekleştiği genel sonucuna ulaşılmıştır.
Anahtar Sözcükler: Toksik liderlik, örgütsel güven, örgütsel bağlılık

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Two major education system reforms were introduced by Israel’s government in collaboration with the teachers’ unions. These reforms redefine principals’ and teachers’ roles, increasing teachers’ work hours, and the scope of their work. School principals absent from the reform negotiations, are expected to apply the reform, although their work conditions were harmed. This research examines how principals cope with those reforms, and why they sometimes apply them in ways that seem to contradict their interests? Semi-structured interviews with 30 school principals, and 10 schoolteachers, indicated that the reforms have encumbered school principals’ complex tasks. They have little time or ability to thoroughly apply the reforms, responding to multiple stakeholders, political pressures, the exam regime, human resource management, etc. They often ignore policy directives, delegating authority to others, refrain from using certain resources provided by the reforms and allow internal forces to lead, while remaining uninvolved. Conclusions are presented.

Globalization, the Internet, and technological innovation have challenged organizations from all industries to adapt or become obsolete. Managements role today includes leading in times of uncertainty, rallying the organization to pursue a future ideal state that may be difficult - but not impossible - to achieve. This case explores two institutions of higher education that have faced obsolescence. It discusses how their leadership effectively used Kotter’s 8 stages of LeadingChange, as well as the accreditation process to rapidly create an organizational culture that embraced change, enabling both growth and improvements in quality.

Leadership elasticity enhances leadership style flexibility and mobility to enable educational leaders to maintain appropriate leadership equilibrium. The essential of leadership elasticity contributes towards organizational effectiveness by followership’s maintenance through appropriate expansion and contraction of relations and task behavioural orientation simultaneously, arrive at optimally balanced leadership equilibrium. This study aimed to explain leadership elasticity in achieving leadership equilibrium through relations and task behaviour orientating style-flex by assimilating the followership variables of task, timing, people, and trust. The study suggest both relations and task behavioural orientation is essential for a leader to bring about organizational effectiveness and social harmony. Moreover, Leadership elasticity expanding toward relations-oriented enabled less elasticity, while, expansion toward task-oriented behaviour enabled high elasticity. Leadership contextual intelligence and contextual experiences are both essential in identifying the variations in the contextual settings. This enables appropriate leadership approach of style-flex through the leadership behavioural orientations towards timing, trusting, tasking and people. The variations in the degree of elasticity can cause disturbances by frequent behavioural changes in an attempt to fit in the situation. This multi attempt behavioural changes can be the major cause of style-drift.

Keywords :Leadership Elasticity; Leadership readiness; leadership behavioural pattern; relations and Task-oriented behaviour; leadership appropriateness; leadership flexibility; leadership style-flex; leadership style-fix; Leadership style-drift; leadership multi-style flex

This study aims to examine the relationship between school principals’ 21st century skills and their strategic leadership according to teachers’ opinions. In this quantitative research, a descriptive model that describes the situation was used. The study was conducted in Ankara, and 424 teachers joined the study. To get data from teachers, two scales were used: 21st Century Educational Administrators’ Skills Scale and Strategic Leadership Scale. In order to determine the level of school principals’ 21st century skills and their strategic leadership, descriptive analysis was used as well as Pearson Correlation Analysis and Regression analysis. There were significant positive relationships between all dimensions of educational administrators’ 21st century skills and strategic leadership behaviors. Besides, education managers’ 21st century skills were found to be a significant predictor of their strategic leadership behaviors. As a result of the research, it was revealed that informati...

This study aims to examine the relationship between school principals’ 21st century skills and their strategic leadership according to teachers’ opinions. In this quantitative research, a descriptive model that describes the situation was used. The study was conducted in Ankara, and 424 teachers joined the study. To get data from teachers, two scales were used: 21st Century Educational Administrators’ Skills Scale and Strategic Leadership Scale. In order to determine the level of school principals’ 21st century skills and their strategic leadership, descriptive analysis was used as well as Pearson Correlation Analysis and Regression analysis. There were significant positive relationships between all dimensions of educational administrators’ 21st century skills and strategic leadership behaviors. Besides, education managers’ 21st century skills were found to be a significant predictor of their strategic leadership behaviors. As a result of the research, it was revealed that informati...

Contrar credinţelor împărtăşite de majoritatea populaţiei, Justiţia nu are menirea de-a face dreptate. Desigur, Justiţia pune capăt unor conflicte între persoane (dreptul civil); ori între unele persoane şi unele autorităţi (dreptul administrativ); ori între societate şi anumite persoane (dreptul penal). Dar Justiţia se face numai în numele legii; astfel, atunci când pune capăt unui conflict, Justiţia impune o soluţie bazată pe lege. Iar legea nu este doar o expresie a voinţei populare, ci este învestită şi cu forţa de constrângere a Statului. Adică e important să nu uităm că legea este rezultatul unui proces decizional al Statului, pe care-l pun în practică politicienii, reprezentanţii poporului în Parlament şi/sau în Guvern. Astfel, Justiţia stinge conflicte, însă nu cu scopul de-a face dreptate, ci de-a restabili "ordinea de stat"-acea ordine exprimată prin legile Statului, acea ordine care-i convine Statului. Putem educa jurişti-lideri care să aducă Justiţia Secolului XXI mai aproape de Dreptate?

Leading and managing the implementation of
wave after wave of educational reform will always
be daunting. However, rather than accepting that
policy generally underplays the role of teachers in
achieving its implementation goals, leaders who
construct and nurture professional environments
that define the role of teachers as active and
authoritative change agents can achieve great
benefits across all aspects of school life and ensure
a more robust and professionally stronger response
to what seems to be sustained change.

On an international scale, public administration is undergoing considerable restructuring as principles of private enterprise are becoming the orthodoxy. At the same time, economic instability (or crisis) is gripping both national and global financial markets suggesting a flaw in the system or even that capitalism has reached it limits. Crises in capitalism are frequently met with shifts in the rhetoric of management. In this paper we mobilise an emerging research programme (Relational Administration) to argue that contemporary discourses of school leadership in Australia have a hybrid -part normative part rational -management rhetoric as a result of the unique economic conditions compared with many developed nations. With particular attention to the role of accountability in constituting and sustaining this hybrid rhetoric we craft an argument for greater attention to socio-geographic location and temporality when thinking of, with and through leadership.

In this article, we chart developments of inclusive education practice and policy in Alberta, Canada, and conclude that much remains to be done toward achieving an educational system where all students, including those with severe disabilities, feel welcome and valued. We argue a need for deeper understandings of parent and educator beliefs about, and practices of, inclusive education in order to promote “mutual adaptation,” built on shared beliefs and consistent practices. To this end, we present an instrumental case study examination of the inclusion experience of one Canadian student with a severe disability described from multiple parent and educator perspectives. We call attention to inconsistencies in educator beliefs and practices, yet we draw out shared beliefs rooted in “love of the child.” Our study derives from Paulo Freire’s understanding of love as key to educational pedagogy (1968/1970, 2005), and we uphold love as a point of convergence

This article investigates why very few Arab women persevere to become principals in Arab high schools in Israel. It identifies these trailblazers' distinguishing characteristics through the narratives of two Arab women, high school principals, tracing their transition from teaching to management, describing the intertwining of their personal and professional lives, examining their career choices from a gender perspective, and noting the changes they have implemented within Arab high schools in Israel. Research indicates that Arab society still views school principalship as a male role and that women face political and social resistance to attain this role.