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Descriptors:
Instructional Leadership; Teacher Leadership; Principals; Coaching (Performance); Teachers; Power Structure; Participative Decision Making; Context Effect; Educational Administration; Transformational Leadership

Abstract:
Purpose: The purpose of this article is to uncover what scholars know and do not know about instructional leadership, paying particular attention to what they have learned about how this work is done and where knowledge falls short. The author takes a first step at integrating three distinct literatures: (a) the traditional instructional leadership literature (centered primarily on the principal), (b) the teacher instructional leadership literature, and (c) the coach instructional leadership literature. Research Design: The author utilizes a distributed lens to examine the principal, teacher leader, and coach instructional leadership literatures. This lens illuminates what scholars know about instructional leaders in interaction with one another, their followers, and particular contexts as they work toward the improvement of teaching and learning. The author proposes that analyzing these three literatures together may allow scholars to apply findings from one research area to another, as well as to generate new knowledge around how leaders improve instruction. Conclusions: An integrated, comprehensive understanding of what scholars do and do not know about instructional leadership can begin to shape future studies that will address existing shortcomings around the "how" of leadership that emerge across these literatures. (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:
Organizational Development; Educational Administration; Leadership; Individualism; Leadership Responsibility; Leadership Effectiveness; Leadership Role; Transformational Leadership; Industrial Psychology; Social Psychology; Problem Solving; Foreign Countries

Abstract:
There are two major categories of explanation for organisational performance: structural and individual. With the shift away from systems-theoretic accounts that occurred in the 1980s, structural explanations have been replaced increasingly by the individualism of leadership and leader-centric explanations, especially when it comes to schools. In this paper, we argue that leader-centric accounts involve a commitment to methodological individualism and that there are four serious problems with this view. First, it is logically difficult to describe individual actions without recourse to structures. Second, methodological individualism fosters a centralised mindset inviting the attribution of leadership where none may exist. Third, evidence for distributed cognition compromises leader-centrism. And fourth, administrative tasks themselves are often highly structured. In response to these problems, we urge a more balanced approach to organisational functioning, one that involves both structures and individuals. 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:
Cognitive Ability; Subcultures; Cultural Pluralism; Change Strategies; Critical Theory; Multicultural Education; Intercultural Programs; Cultural Awareness; Transformational Leadership; Organizational Climate; Organizational Culture; Social Justice; Administrative Principles; Sensitivity Training; Student Participation; Teacher Participation; Institutional Characteristics; Transformative Learning

Abstract:
In this article, the author provides a model that juxtaposes leadership, critical theory, and learning to address the needs of educators, the organization, and students. This model provides educators with a foundational approach to nurture students' critical consciousness through self-awareness and to actualize transformational change within their institution. The Layers of Critical Engagement help educators to frame and employ multiculturalism through identity development processes and contexts. College and university educators require training and exposure to experiences that will aid them in becoming self-reflective, in recognizing institutionalized otherblindness, and in manifesting productive ways in which they can serve as actively engaged advocates for change. In this regard, they position themselves within the institution as cultural workers who have successfully negotiated the application of the Layers of Engagement. Students need these cultural workers to generate genuine relationships with diverse populations and to help them develop into culturally competent citizens. The Layers of Engagement impact student learning by challenging students to construct a critically conscious lens, which empowers them to enhance their cognitive abilities and to involve themselves in implementing transformational change at the institutional, regional, and global levels. In order for this synthesis to transpire, the organization must reflect safe, inclusive, and intercultural themes. Members of the campus community should exhibit several forms of diversity, each sharing vocabulary and customs that encompass all constituencies and subcultures. This climate will foster global citizenship and will accommodate positive, sustainable change. (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:
Safety; Psychology; Transformational Leadership; Structural Equation Models; Teamwork; Leadership Styles; Social Influences; Health Personnel; Questionnaires; Predictor Variables

Abstract:
This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social cohesion and team psychological safety. Analysis was performed using structural equation modelling. The results of this cross-sectional study show that transformational leadership predicts TLB better then laissez-faire leadership, because transformational leadership is primarily related to team psychological safety and only secondarily to social cohesion while for laissez-faire leadership it works the other way around. Transformational leadership matters because it facilitates psychological safety in the team. 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:
Discourse Analysis; Transformational Leadership; Library Education; Library Science; Leadership; Librarians; Evaluation

Abstract:
Using discourse analysis, this article explores three questions: (a) Why was "principled, transformational leadership" the leadership style added to Core Competences? (b) What was the discourse of leadership in the profession surrounding the development of the Core Competences? (c) How might this competence affect LIS education? And what measures, if any, have MLIS programs taken to address it? Informants involved in the development of the Core Competences indicated that leadership was added because it is an important issue for LIS professionals and it links "transformational" to professional change; however, they were unable to provide a clear explanation for the descriptor "principled." Discursively, leadership is strongly tied to discourses of management, change, and youth. Preparing leaders is a stated goal of most ALA-accredited LIS programs; however, the discourse on leadership within the profession indicates that schools of LIS may be paying more attention to leadership within their curricula, specifically in management classes. (Contains 7 footnotes.) 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:
Social Justice; Administrator Education; Figurative Language; Content Analysis; Social Distance; Program Evaluation; Leadership Training; Prompting; Writing (Composition); Critical Literacy; Models; Transformational Leadership; Graduate Study; Reflection; Equal Education; Self Evaluation (Individuals)

Abstract:
We conducted a content analysis of 34 statements of interest submitted by applicants applying for admission to an education leadership preparation program. The purpose of the analysis was to understand their orientations toward social justice. Using Kumashiro's (2000) and Apple's (2001) discussions of antioppressive education, we identified three practices in the candidates' treatment of the writing prompt concerning leadership related to "Othering": ignoring, marginalizing, and mentioning. The fourth practice--embodying, or evidencing through practice, a social justice orientation--we identified in statements submitted by a few applicants (n = 7). This article centers on the analysis of the applications of these seven candidates through the metaphor "needle in a haystack". Through conducting a secondary-level analysis to extrapolate the knowledge, skills, and dispositions of critical literacy and elicit our collective perceptions of what constitutes social justice leadership, we found the social justice orientations--"or needles"--for which we searched. This self-reflexive approach to research reflects the model of program evaluation that we are developing called "self-assessment for equity". We provide recommendations for faculty interested in improving their program's capacity to identify, prepare, and sustain social justice 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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Descriptors:
Computer Uses in Education; Educational Technology; Educational Opportunities; Foreign Countries; Stimulation; Professional Development; Principals; Transformational Leadership; Administrator Role; Program Implementation; Technology Integration; Performance Factors; Competence; Computer Literacy; Structural Equation Models; Hypothesis Testing; Questionnaires; Predictor Variables; Administrator Attitudes

Abstract:
Leadership is an important factor in the effective implementation of technology in schools. This study examines the transformational leadership role of principals to determine whether transformational leadership role of principals in ICT implementation in schools is influenced by the computer competence, level of computer use, and professional development activities of principals. This paper, based on responses from 320 principals in Iran, reports that computer use and professional development activities (on the dimension of ICT and leadership) influence the transformational leadership role of principals in implementing ICT in schools. In addition, the study results show that computer competence has a positive relationship with the level of computer use by secondary school principals and it indirectly influences the transformational leadership role of principals in implementing ICT in schools. It is suggested that ongoing professional development opportunities on dimension of leadership and technology should be provided for principals to increase their levels of proficiency in computer use which will help future research understand the importance of the use of technology in education and to learn to model the transformational leadership components of charisma (idealized influence), inspirational motivation, intellectual stimulation and individualized consideration in their schools. (Contains 7 tables 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:
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:
Professional Development; Educational Change; Transformational Leadership; Reflection; Educational Opportunities; Educational Experience; Learning Experience; Participant Satisfaction; Educational Trends; Technology Uses in Education; Change Strategies; Communities of Practice; Social Networks

Abstract:
Transformational leadership is essential in education as it empowers educators to make positive changes to the way they think, feel and act in improving learning for all. Reflection is a vital element of leading the change process. In relation to participating in the ACCE study tour experience, reflection allows one to sit and think about the places visited, the experiences shared and the conversations that took place. For the 24 educators that attended this year's 17 day ACCE study tour, there were countless opportunities to learn and reflect. This article has been co-authored by participants enthusiastic to share their reflections on how their experience has impacted on them as educators. Their perspectives originate from a diverse range of contexts across the country which include primary and secondary, public and private schools, education consultants and university lecturers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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