Transforming turnaround schools in China: a review

This article reviews the literature on how Chinese turnaround schools are improved in practice. It starts by defining turnaround schools in the Chinese context, and then discusses the essential reasons why such schools exist. Approaches to improving turnaround schools, successful experiences of transforming turnaround schools, and the challenges that Chinese education administrators face are also explored. This article supplies a number of insights into interventions at the governmental level related to school internal management, principal appointment, student development, teacher professional development, and educational finance. Finally, the implications for transforming Chinese turnaround schools in the future are discussed.     

The preparation of cognitively agile principals for turnaround schools: a leadership preparation programme study

The purpose of this study was to examine the ability of two educational leadership university programmes to improve the cognitive agility of their graduates. The research looked to discover whether the aspiring principals exited the programmes with an increased ability to employ cognitive agility – the ability to use the multiple thinking skills of systems thinking, reflecting, and reframing – when engaged in their professional work and solving problems. Both Masters programmes were in School Leadership, offered through the same university department and following the same core curriculum leading to Level 1 educational leadership certification. The results indicate that of the two programmes studied, the Principal Rapid Orientation and Preparation in Educational Leadership (PROPEL) programme, designed to prepare leaders for turnaround schools, produced more cognitively agile graduates than the traditional Master’s programme. The mediating variables of participants’ years of experience and budget responsibility increased the level of cognitive agility of both programme’s graduates.     

The preparation of Fijian school leaders: a framework for principal preparation in a South Pacific context

ABSTRACT

Increased school autonomy and a greater focus on achieving school effectiveness and improvement has made it essential to reconsider the role of school leaders (OECD 2009, Creating Effective Teaching and Learning Environments: First Results from TALIS. Paris: OECD Publishing). This recommends that leadership development in this rapidly changing world deserves significant consideration compared to the past. With the increasing interest entrusted to school leadership, this article reports on how school leaders are currently prepared by the higher education programmes offered in two out of three universities in Fiji. Through an extensive literature review as well as through programme documents and policy reviews, this article focuses on current educational leadership post-graduate courses offered at these Fijian universities and highlight areas of strengths as well as suggests recommendations for improvement that are in line with identified needs for effective principal preparation in a Fijian context with key connections made to the larger South Pacific region.     

Subject leaders in secondary schools and informal learning: towards a conceptual framework

Much of the emphasis on the learning of subject leaders in secondary schools is placed on what Eraut (2000) terms ‘organised formal learning events’. This article attempts to redress the balance by focusing on the somewhat neglected area of their informal learning about the role, which is predominantly based in the workplace. It is argued that informal learning consists of three components: implicit learning, learning through experience and non-taught or deliberative learning (following Eraut, 2004). Such forms of learning can be underpinned by theoretical notions of cognitive, affective and behavioural developments. A model of work-based informal learning is proposed that also tries to incorporate the memories of relevant past and current events. It is hoped that this model might be useful as a framework for the future analysis of the learning of subject leaders.     

The influence of socio-cultural factors on leadership practices for instructional improvement in Indonesian schools

Empirical studies have shown that although leadership shares similar practices across East and West, some practices have inherently distinguished socio cultural characteristics. Understanding these characteristics is important in Asian contexts since socio-cultures are a major power in determining the success or failure of a change process. This study sought to explore and identify local leadership practices influenced by socio-cultural factors through in-depth interviews with principals and teachers from six different senior secondary schools in Malang Regency, Indonesia. Key local practices were identified: monitoring learning hours, improving the welfare of teachers, focusing on students’ character building, encouraging students’ participation in extracurricular programmes, increasing standards, and building partnership with stakeholders. Although some of the practices are similar to those recognised by empirical studies done in Western school context, others reflect local leadership practices influenced by school conditions, social practices, and economic factors. The findings imply that in Indonesian schools, practices of leadership are directly and indirectly dictated by the policies regulated by the government. This strong influence of government can be the impediment for school leaders to make necessary initiatives to promote instructional improvements in their schools.     

Prospecting for support in a wild environment: investigating a school-to-school support system for primary school leaders

This paper draws on data collected from a series of semi-structured interviews with head teachers and other stakeholders on the impact and effectiveness of the introduction of a Primary School Improvement Group (PSIG) by the Local Authority (LA). The PSIG was introduced as a response to concerns expressed by the Department of Education about the perceived levels of underperformance by some primary schools in the city. Operating against a background of national policy developments, the LA developed a programme that enabled head teachers of highly effective schools to support senior staff in schools facing difficulty.     

Feminising and masculinising primary teaching: a critical examination of the interpretive frameworks of male primary school principals in Hong Kong

Over the past two decades, the feminisation of primary school teaching has been identified by the media and government officials in Western countries as an important contributing factor to boys' academic problems. This panic, which has been criticised by feminists as a backlash and a form of recuperative politics, has promoted the development of research into gender and education, particularly studies related to the gendered culture of primary schools and on the masculinities of male teachers. However, male primary principals remain relatively under-researched in the literature, despite the importance of their structural position and increasing concern over the masculinisation of school leadership. This paper aims to contribute to the discussion by critically analysing the interpretive frameworks of 12 male primary school principals. The findings reveal not only the complex, contradictory and at times culturally specific gendered discourses that some male principals employ, but also their feminising and masculinising effects on the school workplace and leadership.     

Using developmental relationships in mentoring to support novice principals as leaders of learning

Mentoring is an established method of supporting principals as they begin their careers; however, early studies focus on how a veteran principal supports a novice principal in acquiring the skills to manage the school. As the role of a principal has evolved from a building manager to a leader of learning, the role of mentoring has also evolved. The purpose of this study was to explore the mentoring experiences of novice principals and their mentors in a school district’s mentoring program, and how developmental mentoring relationships support novice principals to be leaders of learning. The ?ndings suggest that a strong mentoring relationship can support a novice principal in developing skills to be a leader of learning by clarifying the mentor’s role as a leader of learning, focusing mentoring sessions to build the mentee’s capacity as a leader of learning, and a commitment to mentoring sessions that support teaching and learning.     

Novice principals setting goals for school improvement in New Zealand

While principal goal-setting has been shown to be an important leadership practice, there is little research examining principals’ goal-setting and goal-achievement. This research examined novice principals’ school improvement goals and factors affecting their achievement. Goals from 460 principals enrolled in a national induction programme were categorised revealing a strong emphasis on instructional and student-centred leadership. After 18 months, 258 of those principals, and their mentors, rated their achievement. Principals also rated five potential achievement predictors. Goal achievement tended to be high, with commitment, effort, learning and support serving as positive predictors of success. In contrast to what goal-setting theory suggests, goal challenge was a negative predictor of achievement. The analysis of two contrasting cases revealed possible explanations for this negative relationship. These included novice principals’ ability, self-efficacy and attributional processes. This study highlights the role of self-efficacy in the process of goal-setting and pursuit. It emphasises that consideration needs to be given to how novice principals’ self-efficacy can be developed and sustained. Implications for practice in the area of educational leadership and leadership development are discussed.     

Informal mentoring for aspiring school leaders: a phenomenological study

ABSTRACT

Informal mentoring had been previously identified as a vital component to leadership development and succession planning. Through a phenomenological approach, we sought to capture the lived experiences of aspiring school leaders pertaining to informal mentoring. Using open-ended questions and reflective activities, eight aspiring school leaders provided information about their experiences and characteristics of informal mentoring. Through a human science research perspective, four themes emerged from the data analysis: (a) defining informal mentoring, (b) characteristics of effective informal mentors, (c) constructive relationship, and (d) mentoring recommendations. Participants found their experiences with informal mentoring beneficial. There was a reported high level of trust between mentor and protégé and the process was flexible. Because the aspiring leaders sought to become school leaders in the near future, most were cognizant of the fact they needed to have quality mentors, but also be a mentor to new educators.     

Learning to make change happen in Chinese schools: adapting a problem-based computer simulation for developing school leaders

School leader training has become a critical strategy in educational reform. However, in China, there still exists a big gap in terms of how to transfer leadership knowledge into practice. Thus, tools that can integrate formal knowledge into practice are called for urgently in school leader training. This paper presents the results of a research and development (R&;D) approach to adapt an existing online computer simulation, Making Change Happen?, for use in Mainland China. The paper describes the process used to inform and assess our cultural adaptation of the simulation, as well as the response of Chinese principals to learning through this innovative method. Results affirmed the necessity for cultural adaptation of ‘Western’ curricula and tools for use in the Chinese context. The positive response of the Chinese school principals to learning via an online computer simulation suggested future potential for employing technology-facilitated, active learning modes in China. Implications are outlined for theory, research, and practice.     

Investigating trait emotional intelligence among school leaders: demonstrating a useful self-assessment approach

An exploratory study of two grammar schools in the South East of England is used to justify and demonstrate a self-assessed approach that investigates trait emotional intelligence (EI) among school leaders. First, the theoretical underpinnings of ability and trait EI approaches are critically compared based on recent relevant literature. Then the results from TEIQue-SF, a self-evaluation questionnaire, are presented and discussed. Finally, notwithstanding limitations of the study and the approach taken, we suggest that with further empirical research, a refined and usable self-assessed approach could be a useful way for practitioners to evaluate trait EI among school leaders in the future.     

School Leadership in West Africa: Findings from a Systematic Literature Review

The literature shows that leadership is the second most important factor influencing school and learner outcomes, including levels of literacy and numeracy, school leaving examination results, and progression to secondary and higher education. This article focuses on school leadership in West Africa, drawing on a systematic review of the academic and ‘grey’ literature, commissioned by UNESCO. The aim of the desk research was to ascertain the state of school leadership at all levels. The study shows that no West African countries provide specific preparation for school principals. It also shows that the predominant leadership style is managerial, with accountability to the hierarchy, within and beyond the school. The article concludes that specific development programmes should be provided for current and aspiring principals.     

The managerial role of the principal in promoting teacher professionalism in selected Eastern Cape schools

Abstract

In the last two to three decades teachers’ work has been plagued by problems internationally. These problems include a growing dissatisfaction of teachers about their working conditions (characterized by heavy workloads and low salaries), the growing attempts by governments to control teachers’ work and the increasing negative public image of the teaching profession. This negative public image of teaching is manifested in the failure of the profession to attract enough students and the fact that those who are already in the profession want to leave. These factors had, inter alia, lead to a collapse of professionalism amongst teachers in general.

There are, however, also other factors that have an influence on the professionalism of school teachers. It is argued in this article that the management role of the school principal is a crucial factor that influences teacher professionalism. This influence can be either positive or negative, depending to a large extent on how effectively the principal is managing the school. This article, derived from an empirical case study undertaken among a number of secondary schools in the Eastern Cape Province of South Africa, is an attempt to conceptualise the important and pivotal managerial role of the principal in promoting professionalism amongst teachers in this province.     

Continuous improvement in schools: Understanding the practice

This article investigates conceptually and practically what it means for schools to engage in the practice of continuous improvement. The analysis draws upon prior research and discussion to predict core elements of the practice of continuous improvement in schools. The predictions are then applied to a case study of continuous improvement efforts in a Pakistani secondary school that was involved in a 10-year school–university school improvement partnership. The article concludes with a set of eight empirically based propositions about the practice of continuous improvement schools.     

Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools

This paper examines the enactment of instructional leadership (IL) in high-performing secondary schools (HPSS), and the relationship between leadership and learning in raising student outcomes and encouraging teachers’ professional learning in the highly centralised context of Greece. It reports part of a comparative research study focused on whether, and to what extent, IL has been embraced by Greek school leaders. The study is exploratory, using a qualitative multiple case design to examine two HPSS in Athens. The research design involved a qualitative approach using several different methods, including semi-structured interviews with school principals, deputy heads, subject teachers and subject advisers, plus observation of leadership practice and meetings and scrutiny of relevant policy documents. The findings show that IL is conceptualised as an informal collaborative leadership practice, interwoven with the official multi-dimension role of Greek principals and their ‘semi-IL’ role. In the absence of official IL ‘actors’, teachers’ leadership has been expanding.     

School leadership and professional learning community: case study of two senior high schools in Northeast China

Abstract

This article presents findings of a qualitative study on school leadership and professional learning community in two high achieving senior high schools in Northeast China. The findings show that teachers participated in school-based communities of professional learning, such as Teaching and Research Groups, Lesson Preparation Groups, and Grade Groups. While the term professional learning community (PLC) was not commonplace, the actual practices of PLC characterized by collective enquiry and collaborative learning became the norm in the two schools. School leaders demonstrated strong instructional leadership and visionary stewardship for school continuous improvement. They played a critical role in developing and communicating a shared vision, shaping a culture of trust, supporting and monitoring collegial learning. Teacher leadership was evident in collaborative teams and expertise leadership was acknowledged. Emotional bonds and shared responsibility in these teams strengthened professionalism. Concerted efforts were made to create aligned structures and processes that support collective enquiry, and to develop a culture of collaborative learning that builds collective capacities. Developing and sustaining the embedded PLC process within a school seems to provide a promising infrastructure for supporting school improvement in the Chinese school context.     

Muslim learners in English schools: a challenge for school leaders

Faith identity is emerging as significant for Muslim students in the post 9/11 scenario, with implications for their education and wider social cohesion. This poses challenges to school leaders, raising issues not only linked to student achievement and performance, but also with regard to students’ identity constructions and their educational engagement. The paper draws on data collected from a small number of teachers and Muslim students from two secondary schools in England, looking at how Muslim students experience their identity in the school context and with what implications for their educational engagement. It also discusses the challenges for educational leaders/teachers in managing ‘Muslimness’ on educational sites. The data indicate that the increasing engagement with faith identity can be a response to experiences of discrimination, marginalisation and negative media. The paper highlights the need for communication and understanding across differences, underpinned by an equally pressing need for the recognition of religious and cultural diversity.     

Getting emotional: a critical evaluation of recent trends in the development of school leaders

Emotion is a growing focus for contemporary thinking about leadership in public policy and corporate arenas. In British education systems, three imperatives are evident: the idea that transformation is essential; leadership succession in crisis; and, more recently, that leaders must be able to run organisations that address the emotional well-being of staff and students. Viewed as a key outcome of schooling, its importance is mirrored in school leadership, especially professional development. This article considers whether this represents a step-change in leadership development praxis or is, instead, an invasive form of emotional engineering redolent of long-established orthodoxies of control and domination. If so, it is argued, leadership development as the advocacy of emotional acumen presents moral technology as a new form for intervening in leaders' emotional selves, thereby distracting them from addressing fundamental aspects of education for which they are primarily responsible.     

The faces of dignity: Rethinking the politics of homelessness and poverty in America

The conditions of homelessness and poverty in America are being criminalized and pathologized such that people who are poor or homeless are marginalized and paternalized to the point of corrupting the possibility of human dignity. In a radical revision of accepted charity models for dealing with homelessness, a group of homeless people have established their own tent community based in the concepts of democracy, community, and care. At Dignity Village, human compassion and self-governance are guiding homeless people into better lives. These street people have recognized and directly address their responsibilities to develop and practice a liberating pedagogy. In partnership with the author in a project at Washington State University, Vancouver, Village residents are involved in learning about technology and are engaged in other literacy efforts, while also playing an active role as teacher educators, providing a curriculum for understanding the living situations of students who are poor or homeless.