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Descriptors:
Leadership; Leadership Effectiveness; Leadership Qualities; Models; Leadership Role; Instructional Leadership; Novices; Evaluation; Institutional Mission

Abstract:
Although inextricable, the act of leading, the leader, and outcome of leadership are unique entities. Lack of such differentiation may ensnare novice leaders in broad suppositions. This conceptual article introduces a tool for analyzing leadership. Leaders can leverage the model to evaluate the act of leading, in route, via a measurable trajectory toward an outcome of leadership. Mechanisms to detect error, surmount barriers, build leadership capacity, sustain optimum performance, and identify artifacts of leadership are included. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Theory Practice Relationship; Educational Administration; Instructional Leadership; Leadership Qualities; Administrator Qualifications; Theories; Social Change

Abstract:
Despite the "practice" turn in the broader management literature, very little work in educational administration has engaged in a theoretical discussion about what constitutes leadership practice. Theoretically informed by the French sociologist Pierre Bourdieu, this paper contributes to the long-established critical tradition in the educational administration literature, to argue that: (i) "leadership" is a label of the managerialist project of the state; (ii) leadership should be thought of as a disruptive practice; and (iii) Bourdieusian theory can enable this thinking, but not as it is frequently mobilised in the educational administration literature. The alternative put forth in this paper is not merely replacing one external narrative (managerialism) with another (Bourdieusian), but rather advancing a theoretical position on what is leadership that paves a way forward for a research programme. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Principals; Instructional Leadership; Disadvantaged Schools; Secondary Schools; Leadership Qualities; Work Environment; Social Environment; Quality of Working Life; School Culture; Politics of Education; Student Diversity; Power Structure; Resistance (Psychology); Role Conflict; Accountability; Social Justice; Socioeconomic Status

Abstract:
Globally, a range of new schooling accountabilities have created a complex and often contradictory context in which school leaders work. For principals of low socio-economic status (SES) and disadvantaged schools, they must balance the accountability, performance and reporting requirements against the other needs of their communities. These tensions require new ways of rethinking leadership in the current educational context. This article draws on the work of Foucault, particularly the notions of power and counter-conduct, to examine the case study of one principal in a very low SES school as she negotiates her way through these new schooling accountabilities. This case study illuminates the importance of leadership as a form of counter-conduct through the constitution of the principal as a political subject or form of advocacy leadership. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Leadership Qualities; Elementary Secondary Education; Definitions; Teacher Leadership; Change Strategies; Educational Change; Transformational Leadership; Participative Decision Making; Leadership Role; Teacher Role; Interviews; Observation; Occupational Information; Organizational Development; Models; Performance Factors; Performance Technology; Personnel Policy; Educational Practices

Abstract:
This article examines teacher leader role development and definition by looking at one emergent model of distributed leadership: the hybrid teacher leader (HTL). HTLs are teachers whose official schedule includes both teaching K-12 students and leading teachers in some capacity. Participants included six HTLs across four school districts over 2 years, as well as their administrators. Extensive qualitative data were collected and subsequently analyzed, including interviews, on-site observations, and artifacts. Findings included a pervasive lack of role definition for the HTLs amid heightened organizational complexity, leading to numerous de facto definitions emerging. Conflicting de facto definitions led to diminished success for the HTLs, relationship deterioration, a reversion to professional development removed from the classroom, and a lack of capacity to account for HTL efficacy. The study concludes that for new teacher leaders to be successful, states and districts will need to much more clearly define roles and priorities and be specific about how budget-compensated teacher leader time is used. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Leadership; International Education; Global Approach; Global Education; Essays; Cross Cultural Studies; Sustainability; Experiential Learning; Leadership Qualities; Case Studies; World Views; Educational Practices; Phenomenology; School Administration; Educational Needs; Educational Philosophy; Educational Objectives

Abstract:
This essay draws on the author's personal experiences as a head of school on three continents, over 20 years, as well as on some of his recent writings and talks. From Martin Luther King Jr's idea of a world house is derived the concept of a "world school". This project charts a way for national schools to develop world-minded graduates. It is claimed that the current state of international education has created an open space for all interested schools to learn both from and for the world. Five thematic visions of learning for the benefit of our world are discussed. Also outlined is a teacher profile for world school teaching, and the article concludes with a case study drawing on the author's current school and changes that it has implemented over five years. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Governance; Leadership Effectiveness; Leadership Qualities; Leadership Styles; Transformational Leadership; Participative Decision Making; Community Colleges; College Presidents; Teacher Administrator Relationship; Didacticism

Abstract:
The author has been reading George R.R. Martin's marvelous fantasy epic, "A Song of Ice and Fire," about a medieval-ish kingdom and its wars and intrigues. What fascinates him most about the narrative is the extent to which it parallels his experiences as a community-college professor and administrator. The author argues that for all the good they do, community colleges are notorious for poor governance. Despite the best efforts of many faculty members, some administrators, and national organizations such as the American Association of University Professors and the National Education Association, true shared governance has still not become the model of choice at most two-year campuses. The author believes that it is potentially a problem when the president of a college has no significant experience as a faculty member and, therefore, cannot even remotely relate to faculty concerns or understand how a college faculty is supposed to function. In his experience, such leaders can even be openly hostile to true shared governance, which, to their way of thinking, gives the faculty far too much power. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Vocational Education; Leadership; Foreign Countries; Stimulation; Personality; Personality Traits; Administrator Behavior; Transformational Leadership; Self Management; Teacher Surveys; Teacher Attitudes; Leadership Effectiveness; Leadership Qualities; Leadership Styles; Teacher Administrator Relationship; Teacher Leadership

Abstract:
Teacher self-leadership includes a set of individual cognitive and behavioural strategies that, when practised together, can lead to improved performance. This study examines the influence personality and leader behaviours have on teacher self-leadership in a vocational education and training setting. Survey data from 418 teachers from an Australian college of vocational education and training showed that generalized self-efficacy and conscientiousness were positive predictors of self-leadership. Transformational leader behaviours also positively influenced teacher self-leadership, although to a lesser degree. The results suggest improving teachers' self-efficacy is associated with increased self-management, greater intrinsic enjoyment from work and more constructive thought patterns. Training in transformational leader behaviours, such as articulating a vision, high performance expectations, individualized consideration and intellectual stimulation may also facilitate teacher self-leadership in vocational colleges. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grants; Educational Change; Human Capital; Sustainability; Educational Improvement; Teacher Competencies; Teaching Conditions; Teacher Recruitment; Teacher Persistence; Leadership Qualities; Teamwork; Empowerment; Professional Development; Reputation; Teacher Salaries

Abstract:
Finding, keeping and supporting great educators presents the single biggest challenge to successful school turnarounds. Without teachers and administrators who bring the needed combination of skills and passion, nothing else will achieve the desired effect. The turnaround model supported by the U.S. Department of Education School Improvement Grant program requires the replacement of the majority of staff in turnaround schools, but most efforts to date have focused on terminating underperforming teachers and not on finding and keeping more effective replacements. Early initiatives often used compensation as the primary incentive for recruiting and retaining talent. However, it has become clear the best solution will go far beyond additional pay to include changes to working conditions that make incredibly challenging turnaround work more doable and rewarding for teachers and leaders. In this article, the author discusses six essential components for success in recruiting, retaining, and supporting top talent in the turnaround environment: (1) a team approach; (2) strong leaders; (3) empowerment; (4) additional training and support; (5) prestige; and (6) compensation. She profiles two districts--Boston and Pittsburgh--to show alternative ways to implement these six components. As school districts consider scalability and sustainability of turnaround efforts, the team-based structures of these efforts provide a solid basis for developing sustainable instructional capacity at turnaround schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Organizational Change; Administrator Education; Leadership Qualities; Educational Change; Skill Development; Barriers; Resistance to Change; Leadership Responsibility; Management Development; Cooperation; Educational Games; Simulation; Role Playing

Abstract:
Leading change is an essential skill for managers. Instructors in management education must not only teach theories on effectively leading change but also convince students of the necessity of developing their change leadership skills. Students may underestimate the difficulty of convincing others to work toward change; the authors developed the Change Game as a tool to help students experience the difficulties of leading change and identify opportunities for skill development in the area of change leadership. This 45-minute exercise can be used with a range of courses in management curricula, and it scales well for small to large seated classes. Students are divided into two groups (managers and workers) that must cooperate to complete a task and earn a reward. The exercise simulates resistance to change by giving the workers an incentive to stay with the status quo. Classes typically fail to complete the task, which allows for a lively follow-up discussion on successfully leading change, as well as on topics such as communication, intergroup dynamics, trust, power, and motivation. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; College Administration; Leadership Effectiveness; Administrators; Administrator Role; Administrator Characteristics; Qualitative Research; Career Development; Leadership Styles; Leadership Qualities; Transformational Leadership; Gender Differences; Males; Females

Abstract:
This article analyses career trajectories into university management in Australia, South Africa and the United Kingdom (UK), skills required to operate effectively and the power of vice-chancellors (VCs) and their impact on the gendered shaping of university leadership. It is based on qualitative research with 56 male and female senior managers. The research found that the typical career path was modelled on male academic careers. Not surprisingly, in South Africa and the UK the perception of the top university leader was of a man but in Australia, where more women have been VCs, there was no such assumption. Characteristics valued in university leaders in Australia and South Africa were "soft" leadership traits, but in the UK "hard" aggressive and competitive leadership prevailed. VCs are enormously powerful and can shape the gender balance in management teams and thereby potentially broadening leadership styles beyond the predominant transactional model to include transformational leadership. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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