Leadership and Its Ripple Effect on Research

TESOL Quarterly, 2019

International Journal of Educational Leadership and Management

The concept of pedagogical leadership (PL) is vague and still developing in the field of Educational Leadership. This article examines the body of knowledge on this elusive term, to extract the key components that constitute the studies of PL in the last five years (2017-2020). The keyword of pedagogical leader* was solely used to search in the Web of Science database, and subsequently narrowed down to 54 reviewed articles through listed criteria for bibliometric analysis. Apart from the global bibliometric descriptions of PL, it is evident that the term pedagogical leadership is an emerging theme in WoS databases and is mostly cited from Nordic and European countries. Future suggestions for eastern scholars are to collaborate with western scholars, to better understand its concepts as compared to other prominent types of leadership such as Transformational, Distributed, and Instructional Leadership.

Educational Leadership, 2019

The role of educational leaders has been undergoing many changes in the era of globalization due to diverse needs and expectations of the stakeholders of education. This increases the need for professional development of educational leaders to fulfill their roles. Educational leaders have high impact on shaping school culture, school improvement, student learning, and achievement, so that their professional development is critical to their continued success as leaders. Educational leaders who participate in professional development programs update and extend their knowledge and improve their performance on the job by applying new knowledge and skills to implement the best educational practices in schools. This book chapter intends to provide reader with a comprehensive overview of expected responsibilities and features of school leaders in the context of the different models of educational leadership and also presents a review of the articles about the need for professional development of educational leaders and finally gives professional development ideas which will help school leaders continue to strengthen their practices throughout their career.

Educational Action Research

This article reports on a joint action research study about principals' pedagogical leadership and what happens when principals explore pedagogical leading. In this study, the theory of practice architectures interacts with the method chosen for analysing the processes and results. Partnerships between universities and practitioners are seen as an important arena for professional development, and the results of this study illustrate how cooperation between scholars and practitioners can promote professional learning and capacity building amongst both parties. The findings show how trustworthy relationships are necessary in order to change the practice and evolve a critical and emancipatory approach among the participants. Student learning and development appear to be important components of the principals' pedagogical leading. Pedagogical leading is about arranging the conditions for teachers so that they are given the opportunity to improve their teaching. Pedagogical leaders do not only talk about changes but also call for concrete actions in schools' internal work. Principals' pedagogical leading involves orchestrating the surrounding arrangements in such a way that they enable school's learning and collaborative practices. Part of this orchestration involves supporting forms of cooperation so that good norms and a culture that nurtures development are established.

European Proceedings of Social and Behavioural Sciences, 2021

The article discusses the problem of leadership in education, as well as the range of professional competencies necessary for a teacher to become an effective leader in the classroom, at school, and in the local community. The authors assume that leadership is a professional and personal characteristic of any teacher, and not just the head of an educational organization. Therefore, it is necessary to train future teachers for leadership at the university and through the professional development. The article presents the results of an empirical study aimed at revealing the attitude of teachers to leadership in education as a professionally important quality, as well as to various ways of training teachers for effective leadership. The authors analyze the results of an online survey of teachers and heads of educational organizations. The data obtained show that the responding teachers would like to develop their leadership qualities and consider leadership important for their professional activities. The results of the questionnaire confirmed the need for systematic and purposeful training of teachers for leadership both at the university and in the system of professional development. The authors come to the conclusion that it is necessary to train two categories of leaders in education at the university level: teachers of an educational organization and educational managers who perform leadership functions in this organization.

2019

The need for techers to learn continuosly throughout their career has continued to grow in importance. This is understandable taking into consideration the fast pace of change that is taking place in societies around the world especially in how industries are transformed resulting from technological advances (e.g., robotics, artificial intelligence, etc). The future work places will require workers with a set of competences, and thus new set of knowledge, skills and dispositions. Education reforms must now direct and support transformations in the way teacher deliver their lessons so as to aid in the acquisition of these new set of competences. In the same spirit, school leaders need to provide appropriate structures to initiate and sustain the development of teaching competences along with appropriate innovative pedagogies suitable for the fourth industrial revolution. In this paper, i will propose key strategies that leaders in school can enact in order to support and sustain the ...

2011

1994

The overall theme of the round-table'discussions at a conference of the Canadian Council of Teachers of German (CCTG) was the cooperation of regional teacher associations and creation of a professional development network. An introductory section describes the project through which the round-table discussions were organized, the structure of the discussions, discussion topics. and goals. Subsequently, the three phases of the proposed round-table discussions are outlined: (1) a reflective phase geared to defining problem areas and organizing topics, during which six focal points for each topic were identified (qualifications of professional developers, initiation of development activities, linking professional development and teaching practice, alternative development structures, financing models, survival through renewal); (2) responsibility for use of discussion results for each topic; and (3) first measures to encourage the shift to regional professional development. In the latter category, results are reported for each participating region. Lists of regional and national associations and of conference participants are appended. (MSE)

2021

This book is one of the outcomes of a TEMPUS project (EdLead) coordinated by the Faculty of Education of the University of Kragujevac in Serbia, implemented in cooperation with three other Serbian universities (Belgrade, Nis and Novi Sad) and the Institute for Educational Research (Belgrade) between 2013 and 2017.2 The project has aimed to develop a master’s programme for school leaders in Serbia with the support of three international partners: the Netherlands School for Educational Management (Netherlands), the University of Jyvaskyla (Finland), and the University of Szeged (Hungary). The EdLead project included several knowledge-generating events and activities. One was an international scientific conference entitled ‘Challenges and dilemmas of professional development of teachers and leaders in education’, organised in Belgrade in 2015. This event contributed to the birth of the idea to produce a collection of analytical national case studies presenting the state of the art and ...

2024

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