Golden Jubilee Conference Hotel, Clydebank, Glasgow, UK
Symposium1:Quo-vadisELMA?IsFoucaultstillrelevanttoourresearchfieldtoday?
ThinkingcriticallyaboutwhoEducationalLeadershipisfor:Exploringbarrierstoparents’experiences ofbecomingandbeingschoolgovernors 16
Dr.JoanneDoherty(TheManchesterInstituteofEducation,UniversityofManchester)
‘CriticalFriends?’:AnexaminationoftherelationshipbetweenheadteachersandChairsofGovernors inEnglishsecondaryschools. 17
Mr.PhilipRowe(UniversityofNottingham)
TheProsandConsofBecomingandBeinganIrishPrimarySchoolPrincipal:AViewfromtheInside 18 Ms.AnnaMaiRooney(OideIreland) LeadershipforEquity,Diversity&SocialJustice
Genderwrites:Youngpeopleandleadership
Prof.KayFuller(TheUniversityofNottingham),Ms.SophiePotter(TheUniversityofNottingham),Ms.AliaKhan (Anonymous),Ms.ClairePrice(WomenEd)
20
WomenEducationalLeadersinPakistan:carryingthe‘doubleburden’,andimplicationsforhealthand well-being 21
Dr.SaeedaShah(UniversityofLeicester(Retired))
ExploringfemaleeducationalleadershipscholarshipintheArabworld 22
Dr.YaraYasserHilal(UniversityofSydney),Dr.DeniseMifsud(UniversityofBath),Dr.WaheedHammad(Sultan QaboosUniversity)
IntersectionalChallengesandSuccessesofWomeninHigherEducationalLeadershipInternationally: AutoethnographicReflections 23
Dr.ElizabethReilly(CaliformiaStateUniversityChannelIslands),Dr.MaryCunneen(UniversityCollegeDublin), Dr.VictoriaShowunmi(UniversityCollegeLondon) Governance&Policy
AnenactedlocallearningecosystemofScottishschoolprimaryandnurseryeducationtoserveasamodel forthefuturerootedinthepast 25
Dr.NiallMackinnon(AvernishProspect)
Leadershipandschoolre-brokering:MATsandthemiddletierofschoolreforminEngland 26
Dr.MarkGibson(OxfordBrookesUniversity),Dr.DeborahOuthwaite(UniversityofLiverpool)
Typologisingparentrolesfor‘modern’schoolgovernanceandleadershipinacorporatisedfield. 28 Ms.KarenHealey(TheUniversityofManchester)
LeadershipinTimesofCrisis
AcademicStaffPerspectivesofEducationalleadershipinRe-imagingtheFutureofLearninginUniversitiesinNigeriaPost-COVID-19Era. 30 Prof.HauwaImam(UniversityofAbuja,Abuja)
CrisesandComplexity:LeadingEarlyChildhoodEducationinTimesofCrisis
Dr.LeanneGibbs(CharlesSturtUniversity)
EmergingfromCOVID-19:Connectingcompassionateandenablingleadership-aduoethnographicstudy usingComplexityLeadershipTheory
Dr.MarieBeresford-Dey(UniversityofDundee),Prof.LindaMartindale(UniversityofDundee),Dr.StellaHowden (Heriot-WattUniversity)
TeacherWellness:YogaasaSelf-CarePracticetoManageStressandDevelopResiliency 33
Dr.JillBradley-Levine(BallStateUniversity)
TheRoleofSchoolEthicalLeadershipinShapingAdolescents’AggressiveAttitudes
Dr.Rima’aDa’as(HebrewUniversityofJerusalem),Dr.MowafaqQadach(AlQasemiAcademicCollegeofEducation)
Overcomingself-imposedbarrierstoensurepurposefuleducationalleadershipconnectswithandfocusesoneffectivenessandcontinuousimprovement.
Mr.MartinKerridge(LJMU)
TheNatureofU.S.SuperintendentAttritionandMobility:ExaminingTypesofExits/MovesandDifferencesinOldandNewDistricts
Dr.RachelWhite(UniversityofTennessee),Mr.JohnathonJerman(UniversityofTennessee)
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36
Smalladjustments-forsocialchange.AprovocationforcomplexchangeinschoolsforaHybridEducationalFuture.
Dr.RehanaShanks(SchoolofEducation,UniversityofGlasgow)
Sustainableschoolleadership:Usingidentityandplacetoconceptualiseleadershippurposes,practices anddevelopmentpathways
Prof.TobyGreany(UniversityofNottingham),Prof.PatThomson(UniversityofNottingham)
SustainableSchoolLeadership:Whatdoweknowabouttherecruitment,trainingandretentionofschool leadersintheUKnow?
Dr.MikeCollins(UniversityofNottingham),Dr.ThomasPerry(UniversityofWarwick)
CreatingandSustainingAffirmingandInclusiveLearningEnvironmentsforBlackGirlsthroughCritical Reflection
Dr.DeeWalters(NorwalkPublicSchools|SacredHeartUniversity)
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41
42
Dr.JonaGuevarra(BulacanStateUniversity),Dr.NoemiZulieta(PhilippineNormalUniversity)
HeadteacherDevelopmentthroughcoachingandmentoringinschoolsinSouthAfrica 46
Dr.LizanaOberholzer(UniversityofWolverhampton)
Dr.NiamhLafferty(UniversityofLimerick),Mx.AnnaMaiRooney(CentreforSchoolLeadershipIreland),Prof. PatriciaMannix-McNamara(UniversityofLimerick)
ImaginingEducationalLeadershipforaNewWorld:Principals’PrivilegedPositionofInfluenceinthe PreparationandDevelopmentofFutureLeaders
Dr.BerniMoreno(TheUniversityofMelbourne),Dr.HelenGoode(TheUniversityofMelbourne)
Teacher&MiddleLeadership
TheCrucialaspectsofLeadershipinCreatingaCultureofKnowledge-DrivenandResearch-Oriented WorkinDutchSecondaryEducation
Dr.TonKallenberg(RectorJac.P.ThijsseCollege)
DevelopingTeacherLeadershipwiththeProfessionalLearningCommunityofReadingforyoungteachers:AcasestudyofaMiddleSchoolinShanghaiChina
Mrs.LifengWu(SanDunSchool,Pudong,Shanghai),Dr.YoonjeongLee(UniversityofLeicester)
DemocraticLeadership:TeacherCollaborationtoDesignCivicsCurriculum
Dr.JillBradley-Levine(BallStateUniversity),Prof.PhilipWoods(UniversityofHertfordshire)
Teachers’PerceptionsofEducationalResearch;AStudyofteachers’meaningmakingandviewsofeducationalresearchinthecontextofthe‘whatworks’agenda
Mrs.ClaireHarley(UniversityofNottingham)
LeadershipEffectiveness&Improvement
PrincipalStabilityandWell-Being:NewEvidenceontheImportanceoftheSuperintendency
Dr.RachelWhite(UniversityofTennessee),Dr.AlexandraAylward(UniversityofNevadaReno),Dr.DavidDeMatthews(UniversityofTexasatAustin),Dr.DavidKnight(UniversityofWashington),Dr.CameronAnglum (SaintLouisUniversity),Dr.TuanNguyen(KansasStateUniversity)
Understandingthemediatingroleofteachers’workengagementintherelationshipbetweenauthentic leadershipandteachers’commitment
Dr.NorAzniAbdulAziz(UniversitiPutraMalaysia),Dr.ArnidaAbdullah(UniversitiPutraMalaysia),Dr.Nor AnizaAhmad(UniversitiPutraMalaysia)
Adelante:SustainingLeadersinDualLanguageSchools
Dr.JuanitaSantos(UniversityofTexasatSanAntonio)
TippingPoints:WhatsupportsorunderminesaspirationstoEducationalLeadershipRolesinScotland andintheRepublicofIreland?
Ms.AlisonMitchell(UniversityofGlasgowSchoolofEducation),Dr.JulieHarvie(UniversityofGlasgowSchool ofEducation),Ms.AnnaMaiRooney(OideIreland),Ms.MaryNihill(OideIreland),Prof.MargeryMcMahon (UniversityofGlasgowSchoolofEducation)
KnowledgeproductionineducationalleadershipandmanagementinOman:AsystematicreviewofdissertationsfromSultanQaboosUniversity
Dr.WaheedHammad(SultanQaboosUniversity),Dr.YaraYasserHilal(UniversityofSydney)
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Lionsandtigersandleaders?Walkingasaresearchmethodology-educationalleadershiponexpedition 62
Dr.SuzieDick(BritishAssociationofInternationalMountainLeaders)
TheMicroEducationAssemblage:Howamaterialmethodologyassistsleaderstodevelopwaysforcriticalrethinking,andaddresstheveryrealproblemsofactualisingequitableeducationintimesofcrisis.
63
Dr.JoTownshend(CanterburyChristChurchUniversity)
LeadershipforEquity,Diversity&SocialJustice
Anexplorationofhowschoolleadersnavigatethepossibletensionsbetweenthe‘idealsofinclusion’and the‘idealsofexcellence:aCHATperspective.
Dr.DouglasAndrews(UniversityoftheWitwatersrand)
LeadingeducationforequityandsocialjusticeintheKurdistanRegionofIraq(KRI):Ananalysisofprincipals’perspectives,practices,andresponsetopolicy
Dr.NidalAlHajSleiman(UlsterUniversity)
Dr.UlviyyaMikailova(ADAUniversity),Dr.ZorkaKaranxha(UniversityofSouthFlorida),Ms.Lalakhanim Orujova(UniversityofSouthFlorida)
CriticallyReflexiveLeadershipDevelopment:Socialequityaxiologytostructurethegoals,strategies, andbehaviorsformeaningfulchange
Dr.LeeMorgan(SacredHeartUniversity),Dr.AmieCieminski(TheUniversityofNorthernColorado),Dr.Kayon Morgan(UniversityofHartford),Dr.TammiDockett-Wilson(Children1stEducationalConsultingFirm,LLC)
AnInvestigationintotheLivedExperiencesofPrimarySchoolPrincipalsinIrelandandtheirExperiences ofRelationalLeadership.
Ms.CarmelMcCarroll(LiverpoolHopeUniversity)
ExploringEducationalLeadershipinGhana:ReconceptualisingQualityandEquityinRuralBasicEducation.
Mr.GideonAnimah(UniversityofBath)
ExploringIndigenousLeadershipinChineseSchools:ImplicationsforTeacherEngagement
Ms.MengmengYan(EastChinaNormalUniversity),Prof.WeishengLi(EastChinaNormalUniversity)
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Theroleofseniorschoolleadersas‘maintainers’ratherthan‘changers’:Theevidencefromtraditional internationalschools 74
Dr.TristanBunnell(UniversityofBath),Dr.AlexMcTaggart(UniversityofManchester)
LeadershipDevelopment
Empoweringprincipalstoleadandmanageschoolseffectivelyamidstwide-rangingreforms:ASouth Africancontext 76
Prof.RajkumarMestry(UniversityofJohannesburg),Prof.PierreDuPlessis(UniversityofJohannesburg)
Doschoolleaders’values‘matter’?:decisionmakingincomplextimes
77 Prof.TobyGreany(UniversityofNottingham)
UtilizingJCELCasesinLeadershipPreparationProgramsandExpandingtheFootprintAcrossContexts
78 Dr.NathernOkilwa(UniversityofTexasatSanAntonio),Dr.CurtisBrewer(UniversityofTexasatSanAntonio), Dr.MarielaRodriguez(UniversityofTexasatSanAntonio),Dr.MarkGiles(UniversityofIllinoisChicago),Dr.Jo BethJimerson(TexasChristianUniversity)
Findingsfromover20yearsofresearchsuccessfulschoolleadershipfromAustraliancasestudies
80 Prof.LawrenceDrysdale(TheUniversityofMelbourne),Dr.HelenGoode(TheUniversityofMelbourne),Prof. DavidGurr(TheUniversityofMelbourne)
ExploringmiddleleadershipdevelopmentinanArabcontext:Anintegratedsystemsmodelofsupports andconstraints
Dr.YoumenChaaban(QatarUniversity),Dr.SabaQadhi(QatarUniversity)
LeadershipBoundarySpansbyExploringThirdSpacebetweenSchoolUniversityPartnerships
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82 Dr.SuzyHardie(UniversityofSouthCarolina),Dr.PeterMoyi(UniversityofSouthCarolina)
“Mycrownisinmyheart,notonmyhead;NotdeckedwithdiamondsandIndianstones,Nortobeseen. Mycrowniscalledcontent:”-EducationalLeadershipasseenandpracticedbywomeninPakistan.
83 Mrs.AbaidaMahmood(Qurban&SurrayaEducationalTrust)
Thelonelinessofthelongdistanceprincipal:emotionalityandInternationalSchoolleadership
Dr.MarkGibson(OxfordBrookesUniversity),Dr.LucyBailey(UniversityofBahrain)
85
Leadingasalearningprocess:howhumbleleadershipcouldpromoteharmonyinEducationalsettings 86 Dr.VikiVeale(StMary’sUniversity)
EnactmentofTransformationalSchoolSchoolLeadership–InsightsfromfromPrimarySchoolandSystemLeaders 87
Ms.InezWilsonHeenan(UniversityofLimerick),Dr.NiamhLafferty(UniversityofLimerick),Prof.Patricia Mannix-McNamara(UniversityofLimerick)
GeneratingStrategicChangeataWorld-LeadingResearchUniversity
Dr.AlexanderGardner-McTaggart(TheUniversityofManchester)
89
TheScholarlyPractitioner:HallmarksofEducationalLeadersHoldingtheProfessionalPracticeDoctorate 90
Dr.JillPerry(UniversityofPittsburgh),Dr.ElizabethReilly(CaliformiaStateUniversityChannelIslands)
WhoorWhatisEducationalLeadershipfor?ThinkingaboutPurposesinEducationalLeadership,ManagementandAdministration
Ms.SusanAlbluwi(UniversityofGlasgowSchoolofEducation)
91
LeadershipEffectiveness&Improvement
Policy,PracticeandEffectivenesswithintheSecondarySchoolsofaSingleSystem.Applyingandextendingamultilevelmodel. 93
Dr.JanetArmstrong(NewcastleUniversity)
Leadershipeffectivenessandimprovement–Governortrainingasachanneltoeffectivegovernance 94
Mrs.SarahChung(UniversityofBirmingham) AStoryofHeadship.
Dr.RehanaShanks(SchoolofEducation,UniversityofGlasgow)
LeadershipforEquity,Diversity&SocialJustice
LeadinginruralandremoteAustraliaandSweden-ananalysisoftheeducationcomplexinruraland remoteearlychildhoodeducationacrosscountries
Dr.LeanneGibbs(CharlesSturtUniversity),Dr.SandraLund(InstitutionofEducation,MidSwedenUniversity)
EthicalLeadershipatSchoolOrganisationsinEurope:AComparativeAnalysis
Dr.EvangeliaPapaloi(HELLENICOPENUNIVERSITY),Dr.AikateriniBalasi(UNIVERSITYOFWESTERNMACEDONIA),Prof.GeorgiosIordanidis(UNIVERSITYOFWESTERNMACEDONIA)
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UnderstandingHowSocioculturalContextsShapeEquity-FocusedLeadershipPracticeinUrbanDistricts 99 Dr.AinGrooms(UniversityofWisconsin-Madison),Dr.JoshuaChilds(UniversityofTexasatAustin),Dr.April Peters-Hawkins(UniversityofHouston),Dr.EligioMartinez,Jr.(CaliforniaStatePolytechnicUniversity,Pomona)
Dr.ChrisLewis(NationalAcademyforEducationalLeadershipWales)),Mrs.TegwenEllis(NationalAcademyfor EducationalLeadership(Wales))
Dr.SeanSchinella(UniversityofGeorgia)
UnearthingGenerativeMechanismsthatEnhanceorInhibitStudentSocial-EmotionalDevelopment 104 Dr.TammiDockett-Wilson(Children1stEducationalConsultingFirm,LLC)
UnlockingYouthVoice:AddressingRaciallyDisproportionateDisciplineRatesUSINGaStudent-Centered SocialJusticeCampaign 105
Ms.BiancaShinn(SacredHeartUniversity)
Thevalueoftheaestheticforreimaginingcurrentapproachestoleadershippedagogy.
106 Ms.BláthnaidBreslin(UniversityofLimerick),Prof.PatriciaMannix-McNamara(UniversityofLimerick)
MethodicalApproachestoLeadershipResearch
Whatdo(n’t)PISA,TIMSS/PIRLS&TALIStellusabouteducationalleadership?
108 Prof.DanielMuijs(Queen’sUniversityBelfast)
DEVELOPINGLEARNERSASLEADERS:THEHEARTOFELMA
Prof.CallieGrant(RhodesUniversity)
Understandingthecomplexitiesoforganisationalchangeandtheroleofleaders:Thecaseofanearly yearssettinginEngland
Prof.PhilipWood(NottinghamTrentUniveristy),Dr.KrishanSood(NottinghamTrentUniveristy)
LeadershipinFurther&HigherEducation
ImprovingInstructionalPracticesatScaleThroughPeerCoaching
Dr.KristinRainville(SacredHeartUniversity),Dr.DavidTitle(SacredHeartUniversity)
Morethanadigitalbadge:Therecognizedvalueofmicro-credentialsforprofessionallearning
Dr.MatthewMilitello(EastCarolinaUniversity),Dr.CarrieMorris(EastCarolinaUniversity)
RedesigningPrincipalPreparationProgramstoEquipLeaderstoMeettheNeedsoftheFuture
Dr.JamiBerry(UniversityofGeorgia),Dr.KarenBryant(UniversityofGeorgia)
EducationalLeadershipforStudentsandByStudents:ADemocraticApproachtoSchoolImprovement
Prof.KatherineMansfield(UniversityofNorthTexas),Dr.Anjale’Welton(UniversityofWisconsin)
LeadershipforEquity,Diversity&SocialJustice
IsaCriticalRaceTheoryEdDDissertationthewaytoPrepareLeaderstoImprovePractice?
Dr.JillPerry(UniversityofPittsburgh),Dr.ReginaldWilkerson(TheCollegeofWilliamandMary)
APleaforConnection:CouldaFacultyofColorLearningCommunitybeTHATSpace
Dr.KayonMorgan(UniversityofHartford),Dr.LeeMorgan(SacredHeartUniversity)
UpandOut:CareerMobilityExperiencesforBlackWomenAspiringtoBecomePrincipals
Dr.TiffanyNewsome(UniversityofNorthTexasDenton)
Howandwhyschoolleadersshouldsupportteacher-mothers 121 Mrs.MadelaineBest(UniversityofReading)
CriticalApproachestoEducationalLeadership
LeadershipOpportunitiesintheSchoolSetting:AScopingStudyonStaffPerceptions
Dr.NiamhLafferty(UniversityofLimerick),Mr.RobertHannan(UniversityofLimerick),Prof.PatriciaMannixMcNamara(UniversityofLimerick)
YouHavetoStayInIttoWinit:ManagingResistanceToandMitigatingTheRisksofTransformative SchoolLeadership
Dr.DeirdraPreis(SacredHeartUniversity)
CriticalanalysisofleadershipmodelsofprincipalsinmainstreamschoolsinKazakhstan 125 Mr.RauanYesselbayev(UniversityofBath)
LeadershipDevelopment
Developingleadershipthrougheffectivelearningconversationsviamentoringandcoaching
Dr.LizanaOberholzer(UniversityofWolverhampton),Dr.JohnMacklin(UEL),Prof.RajkumarMestry(University ofJohannesburg)
ANewModelforHowSchoolLeadersManageTheirEmotions
Dr.CameronHauseman(UniversityofManitoba)
Educationalleadershipasaschoolgovernor:reflectionsonmydoctoraljourney
Mrs.TraceyPrice(AngliaRuskinUniversity)
CultivatingLong-StandingSchool-UniversityPartnerships
Dr.MarielaRodriguez(UniversityofTexasatSanAntonio),Dr.JuanManuelNiño(UniversityofTexasatSan Antonio),Dr.BettyMerchant(UniversityofTexasatSanAntonio),Dr.GuadalupeGorordo(UniversityofTexasat SanAntonio)
Leadership,Voice,andStudents’Rights:ComparingthePolicyLandscapesofScotlandandtheUS
Prof.KatherineMansfield(UniversityofNorthTexas),Prof.KateWall(UniversityofStrathclyde),Mrs.NovaScott (UniversityofStrathclyde),Ms.AlisonWeatherston(EducationScotland)
ExploringtheroleofFollowershipinshapingorganisationalcultureinschools
Dr.NicolaasBlom(UniversityofLimerick),Prof.PatriciaMannix-McNamara(UniversityofLimerick),Dr.Denise Mifsud(UniversityofBath)
NurturingDeeperLearning:LessonsfromLeaderofInnovativeSchoolModels
Dr.JaysonRichardson(UniversityofDenver),Dr.JustinBathon(UniversityofKentucky),Dr.ScottMcLeod(UniversityofColoradoDenver)
TensionsinDistributedLeadership:WhoandWhatisitFor?
Ms.NiamhHickey(UniversityofLimerick),Prof.PatriciaMannix-McNamara(UniversityofLimerick),Dr.AishlingFlaherty(UniversityofLimerick)
135
Leadingearlyeducationintheeraofclimatechange 137
Dr.FakhraAziz(LahoreCollegeforWomenUniversity),Prof.KayFuller(TheUniversityofNottingham),Mr. MartinCummings(UniversityofNottingham),Mr.LyndonWatkins(StMary’sCatholicPrimarySchool,Bridgend)
Tikambe!-OurStories,OurLives,OurPlanet:BuildingDisability-InclusiveEducationalLeadershipin TimesofClimateCrisis
Dr.SusanH.Shapiro(TouroGraduateSchoolofEducation),Dr.TanvirBush(BathSpaUniversity-SchoolofEducation)
NewCitizensofSchools:PositioningofRefugeeStudentsandParentsinTurkishEducationalSystem
Mr.AliFarukYaylacı(KutahyaDumlupınarUniveristy),Mrs.FilizGoktunaYaylaci(AnadoluUniversity)
LeadershipforEquity,Diversity&SocialJustice
138
139
Leadingtodisrupttheschool-to-prisonpipeline:Acriticalcontentanalysisofschoolpolicetrainingcurriculum
Dr.AnnMarieCotman(UniversityofFlorida)
(Re)ImaginingSchoolLeadership:CultivatingCriticalConsciousandLeveragingCommunityCultural WealthintheTransformationofSouthTexasSchools 142
Dr.EnriqueAleman(TrinityUniversity),Dr.EvangelineAguilera(TrinityUniversity)
ImplementingaCo-TeachingModelasaSocialJusticeTool:WhatSchoolLeadersNeedtoKnow
Dr.DeirdraPreis(SacredHeartUniversity),Dr.DawnJara(FairfieldPublicSchools)
Within‘theChineseheterosexualmatrix’:exploringthelivedexperiencesoflesbianandgaymid-level schoolleadersinMainlandChina 144
Mr.WeiyuanWu(TheUniversityofManchester),Dr.CatherineAtkinson(TheUniversityofManchester)
UnveilingSustainableHorizonsinEducationthroughDr.MajidIrsanAlKaylani’sRelationshipModel
Dr.RaniaSawalhi(Eduenterprise),Mr.GhiathHawari(Eduenterprise)
CombiningTransformational,DistributedandServantLeadershipApproaches:ANewInterdependent LeadershipConcept(TrianalagousLeadership).
Dr.LisaRamshaw(NewcastleUniversity)
Dr.LeeMorgan(SacredHeartUniversity)
148
Attracting,sustaininganddevelopingmiddleleadersinEnglishFurtherEducationColleges 151
Dr.KevinRichardson(UniversityofNottingham)
Amorestrategicapproachtoeducationalleaders’well-beinginWales:towardsawell-being‘charter’ 152
Dr.ChrisLewis(NationalAcademyforEducationalLeadership),Mrs.TegwenEllis(NationalAcademyforEducationalLeadership(Wales)),Ms.NiaMiles(NationalAcademyforEducationalLeadership(Wales))
Whataboutteacherwellbeing? 153
Ms.SarahBibi(TheManchesterInstituteofEducation,UniversityofManchester),Dr.StephenRayner(TheManchesterInstituteofEducation,UniversityofManchester)
Middleleaderinductionanddevelopment–anexplorationofpriorexperienceswhichinformleadership practice
Mrs.KathleenKerrigan(SchoolofEducation,UniversityofGlasgow),Dr.PaulIrvine(LiverpoolBusinessSchool, LiverpoolJohnMooresUniversity)
ResearchLeadershipinUniversities,aParadoxofControl 156
Prof.PhilipWood(NottinghamTrentUniveristy),Dr.AimeeQuickfall(LeedsTrinity)
EducationalLeadershiptoUnleashCreativityofInternationalinUKHigherEducation
Dr.YoonjeongLee(UniversityofLeicester)
ThecreativefunctionsofThirdSpaceleadershipinHigherEducation–servingthosewholeadandleading thosewhoserve
Mrs.JudyChandler(TheOpenUniversity)
LeadershipinTimesofCrisis
AnEvolvingTeacherWorkforce:ImplicationsforPrincipalLeadership
Dr.PedroReyes(UniversityofTexasAustin),Mrs.JanetSolisRodriguez(UniversityofTexasAustin),Dr.David DeMatthews(UniversityofTexasatAustin)
DivisiveConceptsandtheSuperintendency:ExploringaNewWaveofContentiousnessinK-12EducationalLeadership
Mr.JohnathonJerman(UniversityofTennessee),Dr.RachelWhite(UniversityofTennessee)
BuildingaCultureofTrust:TheKeytoEffectiveEducationalLeadershipinCrisis
Dr.SusanH.Shapiro(TouroGraduateSchoolofEducation),Dr.SamanthaM.P.Scribner(IUSchoolofEducation -IUIndianapolis),Dr.PaulaMagee(IUSchoolofEducation-IUIndianapolis)
NavigatingtheStorm:Values-BasedLeadershipinVUCAenvironment
Mrs.FarahLiyanaMohamadHalil(UniversitiPutraMalaysia),Dr.NorAzniAbdulAziz(UniversitiPutra Malaysia),Prof.AminuddinHassan(UniversitiPutraMalaysia)
LeadershipDevelopment
CulturallyResponsiveandGloballyMindedPreparationforLeadersandEducatorswithCollaborative OnlineInternationalLearning(COIL)
Dr.CatherineShiffman(ShenandoahUniversity),Dr.VickySpencer(ShenandoahUniversity)
Canvisualartworksinschoolenvironmentsinspiredevelopmentofstudents’leadershippotential?A casestudyofasecondaryschoolinNigeria
Dr.RaymondTangonyire,SJ(InstituteforEducationalPlanningandAdministration,UniversityofCapeCoast)
AframeworktoenhancepupilleadershipthroughtheDramaCurriculum.
Mrs.ClaireHamilton(TheuniversityofGlasgow)
ComparingMATfounderCEOstoentrepreneurialnon-profitfounders–whatcanwelearnaboutthe implicationsandrisksassociatedwithexecutivefoundersuccession?
Ms.EleanorBernardes(UniversityofNottingham)
LeadershipDevelopment
Theleadershiplacuna-principalpreparationinNorthernIreland
Prof.MargeryMcMahon(UniversityofGlasgowSchoolofEducation),Dr.ClaireWoods(UlsterUniversity),Prof. MartinHagan(StMary’sUniversityCollege,Belfast)
CreatingSupportiveSpacesforDoctoralStudentstoThrive
Dr.MarielaRodriguez(UniversityofTexasatSanAntonio)
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Differentpathways,samedestination:AustralianandSwedishprincipals’perceptionsoftheirleadership preparation 173
Dr.SusanneSahlin(NorwegianUniversityofScienceandTechnology(NTNU)),Dr.BerniMoreno(TheUniversity ofMelbourne)
Leadinglearningimprovement:TheroleofuniversitydepartmentheadsinCanada 175
Ms.YuZan(UniversityofSaskatchewan),Prof.PaulNewton(UniversityofSaskatchewan)
Leadingforlearning:Asystematicscopingreviewofstudiesontheroleofdepartmentheadsinhigher education 176
Ms.YuZan(UniversityofSaskatchewan)
Howcandatatriangulationsupportthedevelopmentofaflexiblemodelofpracticetoreduceemployee turnoverandenhanceretention?Anexplorationoftheperceptionsofleaders,earlyyearseducators, andpolicyactorsinEngland. 177
Ms.CristinaMotoca(UniversityofRoehampton)
PublicKnowledgeCreatedbyChildrenasMeanstoEducationReformandSchoolSystemRegeneration 178
Dr.NiallMackinnon(AvernishProspect)
Friday,5thJuly-16:30:(Auditorium)-Theatre
Dr.RichardNiesche (UNSWSydney),Dr.DeniseMifsud (UniversityofBath),Mr.AdamBongers(UNSWSydney)
TherehasbeenasignificantamountofinterestintheworkofMichelFoucaultanditsuseinthefieldofeducationalleadership.Inthispaperweattempttoprovideanoverviewandscopingreviewofthesecontributionsto educationalleadershipandconsideritsongoingutility.Specifically,weexploretheparticularapproachesand Foucauldianideasthathavebeenmostused,thecountriesandregionsfromwhichthisworkhasemanated, thescholarsundertakingthiswork,andthebenefitsandlimitationsoftheworkasawhole.Weaskwhatthe impactofthisworkhasbeenandthenshiftthefocustowherethisworkcangothathasnotalreadybenexplored.IsthereafuturefortheuseofFoucault’sideasineducationalleadershipandwhatmightthisworklook like?Therehasbeenlittlemappingandreviewingofthisbodyofworkandinthispaper,webeginadetailed genealogicalprocesstoexplorewhatisknown,whatknowledgehasbeenproduced,bywhom,inwhatcontexts, whatgapstheremightbeintheknowledgebase,andwhatfuturelinesofinquirymighttacklemovingforward. WeconsiderFoucaultideastohaveongoingutilityinafieldthatneedsarigorousengagementwithcriticality.
Friday,5thJuly-16:50:(Auditorium)-Theatre
TheFoucauldianprojecthasalwaysbeenaboutnotjust‘whatis’but‘whatcouldbe’.TostudywithFoucaultisto insistonthecontestabilityofthingsandthepossibilitiesofchallenging,evenmovingbeyondwhatgovernsthe present.UsingaFoucauldiangenealogicalapproach,forexample,meanstostudyideasandthoughtsystemsas the‘exteriorityofaccidents’(Foucault1998,146);orviewedanotherway,asconditionedbyvariousinvasions, ploys,omissions,andsilences.
YetsomeeducationresearchersappeartouseFoucaulttopursuestructuralistargumentsaboutthereproductionofpowerortheconstitutionofsubjectsbysaidpower,typicallyframedusingtropesof‘power/structure’, ‘biopoliticalmanagement/security’or‘discipline/knowledge’.Foucauldianstudiesofschoolleadershipand managementstudiesarerepletewithsuchtropes,forexample.Whilesuchstudiesareimportant,theyrisk reducingagencytoaresidualeffectofpoweraswellascarrywithinthemimplicitargumentsabouttheconstitutiveeffectsofsaiddiscourse;worse,theystartfroman‘assumptionoforbringtobearaperspectiveof coherenceorrationalityorplannedorder’(Ball2021,5).
InthispaperIreflectonwhyitisimportanttouseFoucaulttodisplaceratherthanaffirmanypresumptions ofstructuralcoherenceanddeterminationinstudiesofeducationalleadershipormanagement.Thisincludes usingFoucaultasaninterpretativestrategy,ratherthanamethodologyperse,tothinkthroughcontext-sensitive readingsofpowerandagencythathopefullycapturethecontingencyofeducationpolicyfutures.Thisincludes afocusondocumentingthosedynamicspacesandpracticesinwhichmultipleentitiesholdtogetherandoperate (ornot)acrossmultipledifferencesandcontradictionstoproducedifferentkindsof‘volatility,precariousness andmutability’(Brenneretal.2011,237).
Inthissense,theanalyticsofFoucauldiantheoryismoreimportantthaneveraswetrytomakesenseofsocial changeinwaysthatavoidreductionsofsaidsocialchangetotidyexpressionsofwiderrelationsandsystems ofpower.Todosonecessitatesacertainkindofanalyticengagementthatallowsforcontingencybyacknowledgingthattheformationofthingsalwaysoccursthroughthecontinuousmanagementoftensionsandthe problematicalignmentofseeminglyirreconcilabledifferences.
Friday,5thJuly-17:10:(Auditorium)-Theatre
Dr.StephenDay (DivisionofEducation,UniversityoftheWestofScotland)
Thispaperoffersacriticalperspectiveonleadershipandmanagementinhighereducationbyexploringthe processofperformancereviewanddevelopment(PRD)asaformofgovernmentality.Data,intheformofreflectionsandcorrespondingemailexchangesbetweenthereviewerandrevieweeareusedtoilluminatethe processesofsubjectificationthatnormallycharacterisesuchexchanges,wherepersonsarearbitrarilyplaced oneithersideofalinethatnobodydrew.Thepaperwillchallengethe‘governmentality’thatisimplicitin conventionalformsofacademicdiscourse.Theethicalrelationbetweenthereviewerandrevieweeisframed usingFoucault’stridentwheretheprocessofperformancereviewanddevelopment(PRD)andthecorrespondinginteractionalandinterpersonalspacesareproblematizedandcritiquedfromascepticalstance.Withinthe interactions,beforeduringandafterthereviewmeeting,thefaultlinesbetweenleadershipandmanagement inhighereducationinthecontextofaparticulardyadicrelationshipareexploredtotroublethenotionsand distinctionsbetweenleadershipandmanagement.
Friday,5thJuly-17:30:(Auditorium)-Theatre
Dr.DenizOrucu (TheUniversityofNottingham),Prof.KhalidArar (TexasStateUniversity)Thispaperaimstodeconstructculturallyrelevantleadership(CRL)andsocialjusticeleadership(SJL)frameworksinrefugeeeducationusingtheFoucauldianlens,basedonextensiveresearchonrefugeeandnewcomers’ educationanditsleadership.CRLandSJLarefrequentlydiscussedframeworksinaddressingdiversity(Arar etal.,2019;Khalifa,2018;Lopez,2016)asisthecasewithmarginalizedandvulnerablegroupssuchasrefugees andnewcomers.Thevolatilestateofwar,socialunrest,andnaturaldisastersleadtotheriseofrefugeeinflux, whichreifytheuniquepositionofschoolsbeingabletoformconditionsofequity,highacademicexpectations, andsocialin/justiceincontextswherethereisademographictransformation(Liou&Hermanns,2017).Hence, inthispaper,throughtheenunciativeFieldsofFoucault(Foucault,1972);thefieldofmemory,thefieldofpresenceandfieldofconcomitance,whileallaccompaniedbydiscontinuitiesandruptures;wedeconstructtheways inwhichCulturallyrelevantandsocialJusticeLeadershipframeworkscouldbeadoptedinrefugeeeducational contexts.ThewaytheFoucauldianlensonenunciativefieldswillbeutilizeddrawsonourpropositionthatimplementingsocialjusticepoliciesinschoolsandthatexistingeducationalleadershiptheory(mostlydeveloped in“Western”societies)cannotsimplybeadoptedwithoutrevisitingandcontextualizingintoothersocieties. Rather,acriticalformofeducationalleadershipisneededthatgroundseducators’workintheirculturaland socialheritageandenablesthemtounderstandandcarryouttheirresponsibilitiesinthelocaleducational field.Indoingso,webaseourdiscussiontoourownontologies,epistemologiesandsocialfabric.Theconcept ofSJisnotanewconcept,asitisinherenttomajorreligionsandphilosophiesoftheworld(Oplatka&Arar, 2016).Philosophy,psychology,sociology,andenvironmentalstudiesandotherdisciplinescanallcontribute toamorecomprehensive,complexunderstandingoftherelevantphenomenaandtheissuesinvolved.There isnoonebestwaytounderstand,capture,andrepresentoursocieties.Instead,itrequiresanontoepistemologicalexercise(Waite&Arar,2020)whileinapost-modernviewoftheworld,onecannoticethatidentities becomemorecomplex,lucid,andfollowingthepeopleinmovephenomena,thereistheshiftfromhomogenic nationstoculturalliquidityanddiversity(Arar&Örücü,2020).Alongwiththeimperialisticeffortstoestablish acommonsense,identitywouldstayincompetitivestoriesandculturalcontexts(Waite&Arar,2020).Therefore,thesubjugatedlevelofknowledgeinFoucault’sgenealogyterms,whichis“knowledgesthatexistatthe localandspecificlevelwhichcannotbeexplainedorunderstoodbymainstreamdiscoursesofleadershipand management,”istobecarefullyaddressed.Therearetoomanygrayareasregardingthepolicy,leadership,and praxisinrefugeeandnewcomers’educationleadershipleadingtostarkencountersbetweenpowerrelations andsystemsstructures.AthoroughdiscussionwilltakeplaceoverthethreefieldspertainingtoCRLandSJL duringthesession.
Friday,5thJuly-16:30:(Creation)-Theatre
Dr.VikiVeale (StMary’sUniversity)Provisionfor3to5yearoldsinmaintainedEarlyYearssettingsinEnglandisledbyqualifiedteachers.Forthose newtotheprofession,thiscouldmeanthattheyfindthemselvesinauniquepositionofbeingbothanoviceand anexpertsimultaneously.
ThisindividualpresentationexploresthecomplexityoftheuniquepositionoccupiedbyNurseryandReception teachers,sharingthelivedexperiencesoffiveprofessionalsnavigatingearlyyearsleadershipinschoolbased setting.
WhileNurseryandReceptionteachersareamongthehighestpaidEarlyYearsprofessionals,thesharednarrativedevelopedthroughthisstudyisthattheymayalsobetheleastwellpreparedfortherealitiesofprofessional practiceandenjoylimitedopportunitiesforcontinuedprofessionaldevelopment.
ThisindividualpresentationdrawsonthetacitknowledgeofEarlyYearsleadersinschoolstoprovideevidence informedinsightsintohowtheycouldbebettersupportedandempoweredtopositivelyinfluencethelivesof childrenandfamilies.
Friday,5thJuly-16:45:(Creation)-Theatre
Mr.LewisFogarty (BrunelUniversity)
ThistalkbuildsontheunderstandingthatgoodleadershipinEarlyChildhoodEducationandCare(ECEC)is showingpersonalcharacteristicsofempathy,open-mindedness,andbeingsolution-focused,drawingonarange ofup-to-dateknowledgetonavigatetensionsbetweenallstakeholders’interestsandneeds,topromoteprofessionalconfidenceinall,aswellascontextuallyrelevantdevelopmentinthewidestpossiblesense.Thishas developedfromDoctoralresearchspeakingwithindividualsworkinginthesectoratalllevels,capturingmultipledimensionsofleadership.
Fromthiscollectionofdata,amorecomprehensiveunderstandingofeffectiveleadershipandhowtodevelopit canbeproposedanditissuggestedthatthiscentredonthenotionofprofessionalconfidenceembeddedinthe definitionofgoodleadership.Thistalkwillpresentacollectionofstoriesofprofessionalconfidenceinaction andconnectthistoeffectiveleadership.
HavingprofessionalconfidenceisbeingawareoftheinjusticesandconfusionsinECEC,andactivelycorrecting themthroughthoughtfulandskilfuladvocacyforcollectiveaction,workingtowardsabetterfutureforthe ECECworkforceandchildren.ThisnewunderstandingofleadershipinECECcanbetransformativeforthe sectorasawholeandtheindividualswithinit,ultimatelyresultinginenhancedprovisionforchildrenintheir foundationalyearsofeducationandcare.
Friday,5thJuly-17:00:(Creation)-Theatre
InEnglandthecontextforprofessionallearningandmorespecificallytheearlyyearssectoriscomplexand thediversityofterminologyandqualificationwithconstantchange,bothconfusingandunhelpful(Nutbrown, 2021).TheCovid19pandemichighlightedboththeimportanceofearlyyearsandthechallengesfacingthe sector(Pascaletal.2020).Subsequently,therehavebeenseveralpolicyinitiativestoaddressaspectsoftheissuesraised.Theseincludethesectorbeingincorporatedwithinthegovernment’sresponsetoteacherretention andrecruitmentwhichisaffectingmuchofEurope(Nutbrown,2021).Thisresponse,knownas“TheGolden Thread”(DfE,2022)seesprofessionallearningasacontinuousthreadfrominitialqualificationandhascreated newearlyyearsprofessionallearningopportunitiesasaresponse.ThispapercriticallyreviewstheEnglish policymakinginearlyyearsprofessionallearningthroughtheframeworkoftheNationalProfessionalQualificationofEarlyYearsLeadership(NPQEYL).Itanalysesthedesignandimplementationoftheseprogrammesas alignedtotheprocessofenactinggovernmentinitiatives,withaviewofofferinglessonsforfuturepolicieson professionalisationthroughleadershipprofessionallearning
References: DepartmentforEducation(2022)Deliveringworld-classteacherdevelopment. Policypaper. March2022:DfE Nutbrown,C.,(2021)Earlychildhoodeducators’qualifications:aframeworkforchange, InternationalJournal ofEarlyYearsEducation,29:3,236-249,DOI:10.1080/09669760.2021.1892601
Pascal,C.,Betram,T.,Cullinane,C.,Holt-White,E.,(2020)Covid-19andsocialmobilityimpactbrief#4-early years. ResearchBrief .July2020:SuttonTrust
Friday,5thJuly-16:30:(Inspiration2/3)-Theatre
Dr.JennieWeiner (Universityofconnecticut),Dr.KerryRobinson (UniversityofNorthCarolina-Wilmington)
IntheUnitedStates,womenremainunderrepresentedacrosstheadministrationpipeline,despiteholdingalmost80%ofteachingpositions.Whileresearchconsideringthisphenomenonandwomen’spathstowards,and experiencesin,educationleadershipmorebroadlyisgrowing,therearequestionsregardingbothhowrepresentativethisworkisofwomenwhoholdothermarginalizedidentitiesorthedegreetowhichtheorientation ofsuchworkservestoreifygenderdiscriminationand/orgenderedracism.Instead,perourinitialreview,the researchtendstofocusononlytwoidentities(raceandgender),andprimarilyforwomenwhoidentifyaseitherWhiteorBlack.Additionally,muchoftheworkiseitheratheoreticalanddoesnotnecessarilyspeaktohow institutionaldiscriminationshapeswomen’sk-12leadershippathsorittendstoreinforcenotionsofwomen’s “special”orientationtoleadershipwithoutconsideringhowsuchorientationsmayactasaformofbenevolent sexism.
Thispaperaimstoprovidegreaterinsightsregardingwherethefieldisontheseissuesandwhereweneedtogo. Specifically,thisliteraturereviewtracestheresearchonwomenineducationalleadershipintheUnitedStates fromthefirsteditionpublicationofCharolShakeshaft’s(1987)book, WomeninEducationAdministration,until thepresentdayusingtwootherreviewstoanchortheapproach.Wechoosethisbooktoanchorourtimelineas itis,toourknowledge,thefirstmajorworkcenteringfemaleeducationalleadersintheresearchoneducational administrationandservedtoopenupthefieldforothersresearchingthistopic.Ourguidingquestionswere:
(1)Whatarethemajortheoriesdrivingthisresearchandhowhavetheyevolvedovertime?(2)Towhatextent havemoreexpansiveandcriticalperspectivesincludingintersectionalitybeenincorporatedintothiswork?
(3)Towhatdegreehavethesestudiesincludedwomenofcolorand/orthoseofotherminoritizedidentities (e.g.,Queer,non-nativeEnglishspeaking,immigrants,etc.)?and,(4)Whatmethodsaremostoftenutilizedover time?WebuildontheworkofAdkison(1981)andYeakeyetal.(1986)whowrotecomprehensivereviewsof theresearchonwomenineducationalleadershipandfollowasimilarmethodology.Withthatsaid,wetakea morecomprehensiveapproachtoensurewomenofvariedracialized,ethnicandotheridentitiesareincluded inthereview.Thisisaworkinprogress,thoughourinclinationbasedonthecurrentliteratureisthatthereis muchworktodoandthatitwillincludeacallforamoreexpansiveviewofhowweconceptualizedleadership forequity,diversity,andsocialjustice.Ourgoalistogainadeeperunderstandingofthecurrentstateofthe researchandtoidentifywherewemightcontinuetopressforwardregardinggreaterinclusivityofwomenof variedidentitiesandbackgroundsandtheincorporationofmorecriticalperspectives.
Agenderedanalysisoforganisationalsocialisation: theorisingthepost-colonialeducationalleadershiplandscape.
Friday,5thJuly-16:45:(Inspiration2/3)-Theatre
Dr.PontsoMoorosi (UniversityofWarwick)
Thispapertheorisestheorganisationalsocialisationexperiencesof58menandwomenschoolprincipalsin post-colonialsub-SaharanAfricancontextsthroughthegenderstructuretheory(Risman,2018).Organisational socialisationisunderstoodasaprocesswherebynorms,culturesandbehavioursarelearntwithinorganizations,therebyinfluencingschoolprincipals’leadershipidentity.Underpinnedbythegenderedlens,thepaper willarguethatsub-SaharanAfricanmenandwomenprincipals’experiencesoforganisationalsocialisation areinfluencedbyahierarchyofnormativetraitsandbehavioursthatpositionandplacesmenandwomen differentlyinsocietyandinschoolsasworkplaces.Throughthegenderedlensthisplacementrevealsa complexinterplayofthe“genderedsubstructures”shapedbygenderedidentitiesandgenderedorganisational practices”(Acker,2012).Therearevariationsbetweendifferentschools,acrossdifferentgenerationsand acrossdifferentnationalcontexts,whichbringtothesurface,theintersectingpowersystemsofpatriarchy andpost-colonialismandhowtheyshapetheschoolorganisationallandscape.Bytheorisingthepost-colonial educationalleadershiplandscapeinthesub-SaharanAfricancontext,thepaperoffersanewperspectiveto understandinggenderandculturalrepresentationineducationalleadership.Thisanalysisbearssignificant implicationsforschoolleadershipdevelopment.
References
Acker,J.(2012).GenderedOrganizationsandIntersectionality:ProblemsandPossibilities. Equality,Diversity andInclusion:AnInternationalJournal,31(3),214–224.
Risman,B.J.(2018)GenderasaSocialStructure.InB.J.Risman,C.Froyum,W.Scarborough,(eds.), HandbookoftheSociologyofGender, HandbooksofSociologyandSocialResearch, Springer,Cham.(19-43) https://doi.org/10.1007/978-3-319-76333-0_2
Friday,5thJuly-17:00:(Inspiration2/3)-Theatre
Dr.SaeedaShah (UniversityofLeicester(Retired))Howgender(♀♂)isconstructedinsocietiesandcultureshasimplicationsforwomen’sprofessionaljourneys andcareertrajectories.ThispresentationdrawsondatafromaBritishAcademyfundedthree-yearprojecttitled ‘MappingWomenAcademics’CareersinPakistan’toexplorethecareerjourneysandexperiencesofMuslim womenacademics.Itwasaqualitativestudy,usingasemi-structuredsurveyfollowedbylooselystructured interviews.Thesampleincludedwomenacademicsfromtwowomen-onlyandtwoco-educationaluniversities. Thesurveywasadministeredtoallwomenacademicsinthefourparticipatinguniversities,makingupatotalof 874womenacademics;490completedquestionnaireswerereceived.Forinterviewingtenwomenacademics wereselectedfromeachuniversity,makingupatotaloffortyintervieweesatdifferentstagesoftheircareers, fromassistantprofessorstofullprofessors,workingindifferentleadershiproles.
Thispresentationavailstheinterviewdatathatwasrichandhugelyfascinating.Itunveiledhowthesewomen struggledwiththechallengesoffunctioninginthepublicsphereinaconservativeMuslimsocietywhilealso balancingculturallyandreligiouslyprioritizedresponsibilitiesoftheirpersonalanddomesticrolesasMuslim women.Thepresentationfocusesspecificallyonwomen’sstrugglewithwork/lifebalance,religiousteachings, givengendernorms,internalizedvalues,culturalpractices,andunacknowledgeddomesticworkloadassome ofthefactorswithpossibleimplicationsfortheirprogressiontoleadershiproles.Italsodiscussesgas-lighting factorsinfluencingtheirthinkingandattitudeswhiledownplayingtheirpotentialandthepossibilitiesforinterruptinganddisruptingthedominantgendereddiscoursesaroundleadership.
Saturday,6thJuly-09:00:(Auditorium)-Theatre
Prof.HelenGunter (UniversityofManchester)
Biopoliticsisapluralfieldthatisconcernedtoprovideconceptualunderstandingsandexplanationsabout thebodyandrelationalitywithinanorganisation.InthispaperIwillprovideahistoricaloverviewofthe debatesandconcerns,butIwillgivespecificattentiontothenotionofthesovereignleader,anddomination overbodieswithinthenationstate.IndoingsoIintendtorelatethistotheconferencethemethroughthinking aboutthepurposesintheELMAfield,andIwilldothisbyexaminingdataandtheorisingfromoverforty yearsofresearchintoeducationpolicyregardingthepromotedmodelofefficientandeffectiveleaderrolesin educationalorganisations.SpecificallyIwillexaminehowthesovereigndominationoftheleader,doingleading andexercisingleadershipisconstructedwithinpolicyinrelationtowhichbodiesaredeterminedtobeeducable ornot.Forexample,thesegregationoftheprovisionofandaccesstoschoolplacesislegalinEngland(andin othernationalsystems)basedonselectionandsecessioninregardtowealth(feepaying/taxpayerfunding), beliefs(faith/secular),biology(girl/boy/co-educational),andintelligence(testing/openaccess),andwhileracial segregationisillegalintheUKitisafeatureofhoweducationpolicyworks.Aconsequenceofthissegregation ishowmarketshavebeenintroduced,wherebytheheadteacherasCEOisresponsiblefor(a)keepingchildren outofthatschoolwhoarenotdeemededucableinregardtothebrand;and(b)organisingchildrenwhoare deemedtobeeducableintotheschoolinwaysthatdodeliverthebrand.Thepaperwillraiseimportantissues forhowtheELMAfieldthinksaboutitspurposes,andhowsegregationisapproachedinrelationtotheresearch andpracticeofeducationalleadership.
ThinkingcriticallyaboutwhoEducationalLeadershipisfor: Exploringbarrierstoparents’experiencesofbecomingand beingschoolgovernors
Saturday,6thJuly-09:20:(Auditorium)-Theatre
Dr.JoanneDoherty (TheManchesterInstituteofEducation,UniversityofManchester)Thepurposeofthispaperistocriticallyexploreandmakesenseofthechangingrolesandrequirementsofparentgovernorsandtheir(re)positioningineducationalleadershipwithinaneo-liberalpolicycontext.Itargues thatthemarketisationofschoolshasplayedapartinre-shapingtheseroles.Accordingly,parentgovernorsare beingco-optedasleaders,yettheirparticipationisdependentonthepossessionofcertainvaluesandskills, whichareoftenexclusionaryandchallengetheideaofleadershipfortheinclusionofcommunities.Drawing oninitialanalysisofcurrentresearchexploringthebarriersthatparentsfaceinbecomingandabeingaparent governor,thispapersupportspreviousresearchthathashighlightedtheunderrepresentationofcertaingroups withinschoolgovernanceandspecificallybarrierstosomeparents becoming aparentgovernor.Thebarriers andchallengesfacedbyparentsin being schoolgovernorshavealsobeenhighlighted,includingtheprofessionalizationofschoolgoverningbodiesandthechangingnatureoftheroleofgovernorwhichisincreasingly prescribedbyneo-liberalandneo-conservativepoliciesandadherencetotherequirementsoforganisations suchasOfsted.
Datafrominterviewswithparentsacrossarangeofprimaryandsecondaryschoolsallowedmetoexplorethese barriersfurtherandhearstoriesoftheselectionofparentswithspecificskillsandvaluesandthemarginalisationofparentsongoverningbodiesandtheirroles(perceivedandactual)indecisionmaking.Participants inthisstudyreflectedonhowtheywerediscouragedfromchallengingdecisionsataschoollevelthatwere informedbymarket-orientedand/orcentralisedpolicies,aphenomenonthatYoung(2016)describesas‘prescribedcriticality’oreven‘non-decisionmaking’.Theirstoriesimplythat‘passivity’(Young,2017)indecision makingisvaluedandchallengestomanagerialdecisionsbasedonthepressurestheyfacefromexternalforces arenot.WithinthispaperIexplorefurtherthewayinwhichparentgovernorsareguidedtowards‘asking therightquestions,’whichcanultimatelyleadtothembeingco-optedintomanagerialprocessesandtothe marginalisationofcriticalvoiceswithingoverningbodies.
Thispaperprovidesaspaceinwhichwecancriticallyexplorethequestionof‘Whoiseducationalleadership for?’Itdoessobydrawingtogetherparents’experiencesofbecomingandbeingaschoolgovernorandsituates theseexperiencesinaparticularpoliticalandtemporalcontext.Assuchitexaminesthebarrierstogovernance andtheunder-representationofsomegroupsinthecontextofthepressuresschoolleadersfacetoimplement certaindecisions,whichareinevitablyshapedbypoliciesthatencouragecompetitionbetweenschoolsand whereperformativitytakespriorityoverinclusivity.Itsuggestsholdingvaluesthatdonotfullyalignwith policydrivendecisionsmaybeimplicatedintheunderrepresentationofsomeparentsinschoolgovernance andultimatelyeducationalleadership.
‘CriticalFriends?’:Anexaminationoftherelationship betweenheadteachersandChairsofGovernorsinEnglish secondaryschools.
Saturday,6thJuly-09:40:(Auditorium)-Theatre
Mr.PhilipRowe (UniversityofNottingham)
FewrelationshipsinEnglishschoolleadershipareasimportantasthatbetweentheheadteacherandtheChair ofGovernors.Thiscanpotentiallybeanentirelyfruitful,high-functioningco-createdpartnership;alternatively, itcanbefractiousandinharmonious,potentiallycatastrophicnotjustfortheschoolbutalsofortheindividuals involved.Literatureonthesubjectislimitedandfocusedmoreontherationalefortherelationshipthanonits practice.
MyresearchinvolvedthestudyofeightrelationshipsofheadteachersandChairsinEnglishsecondaryschools, inboththestate-fundedandindependentsectors,toexaminehowsuchrelationshipsareforgedanddeveloped toidentifyindicatorsofsuccessfulwaysofworking.IadoptedaRelationalTheoryperspective,specifically developingLeader-MemberExchangeTheory(LMX)tofocusonarelationshipwherebothpartiespossessleader andfolloweridentities.Ifollowedahermeneuticphenomenologicalmethodologyduetoadesiretoinvestigate theparticipants’livedexperienceoftherelationshipalongsidemyown(frommypriorcareerasaheadteacher).
Thepaperfindsthatthelesssuccessfulrelationshipsaremarkedbydistrust,dysfunctionandpersonaldistress;themoresuccessfulareoftenreplicatedelsewherewithotherseniorleaders,leadingtoamoreunited andpurposefulleadershipteam.Theprincipalfindingisthattheserelationshipsinvolveacomplexinterplayof operationalinsightandstrategiccollaborationbutthisonlyemergesandevolvesthroughsophisticatedandsustainedcommunicationwithinacontextoftrustandrespect.Theterm‘criticalfriend’thereforedoesnotreflect thehighlevelofsupportthatbothpartiescangivetoeachothernorthecapacityforconsiderableprofessional andpersonalcommitment.
ThepaperconcludeswiththehopethatLMX,andRelationalTheoryingeneral,canbeutilisedmoreextensively inordertohighlighttherolethatpositiveandhealthyrelationshipscanplayinimprovingschoolleadership andthelivesofschoolleaders.
TheambitionfortheresearchisforittobeusedbybothheadteachersandChairs,andtheirrespectiveassociations,toprovideguidanceandtrainingtoassistintheformationanddevelopmentoftheserelationshipsfor thegoodoftheirschoolsandtheirownwellbeing.
Saturday,6thJuly-10:00:(Auditorium)-Theatre
Ms.AnnaMaiRooney (OideIreland)
Introduction
ThispaperexploresthebenefitsandchallengesofbeingintheroleoftheIrishPrimarySchoolPrincipal.It examineshowthesebenefitsandchallengesaffectthosebeginninginPrincipalshipandthosemoreestablished intherole.Finally,itexploresthepotentialofleadershipprofessionallearningandtheIrisheducationsystem toenhanceorinhibitthedevelopmentofleadershipcapacityatthesekeystagesofleadership.
Rationale
ThispaperisasynopsisofaresearchprojecttobesubmittedbyJanuary31st2024inpartialfulfilmentofthe requirementsfortheDoctorateofEducationattheauthor’sinstitution.
TheIrisheducationsystemiscurrentlychallengedbylownumbersofapplicationstoleadershiproles,particularlytheroleofPrincipal.Asignificantcontributingfactoristhenegativeperceptionoftherolethatprevailsin themediaandfromPrincipalsthemselvesastheystrugglewiththeeverydayrequirementsoftheroleandthe externalaccountabilityandperformativitydemandsmadeonthemandtheirschoolcommunities.Despitethis perception,manyPrincipalsexpresstheirenjoymentofthesignificantbenefitsofPrincipalship.Intheinterest ofbuildingleadershipcapacityintheIrishsystemandencouragingaspiringleaderstowardsPrincipalship,this studyhighlightsthesebenefits,andsuggestseffectivedistributedleadership,afocusonprofessionallearning forthepersonoftheleader,adeeperunderstandingofthechallengesofearlyPrincipalshipandthepotential ofthesystemtofurthersupportPrincipalsandmediatethemanychallengestheyencounter. Methodology
Inthisempiricalstudy,theresearcherconducted15semi-structuredinterviewsusingpre-determined,openendedquestionsdevelopedfromthefollowingindicativethemes:
1.ThebenefitsandchallengesoftheroleofIrishPrimaryPrincipal
2.ThepersonoftheleaderandtheaffectivedomainofPrincipalship
3.HowpeopleenteringintotherolerationalisePrincipalship
4.TheearlydaysofPrincipalship
5.SupportforAspiringLeaders
6.TheimpactofProfessionalLearning
7.Thepotentialofthesystemtoenhanceorinhibitthedevelopmentofleadershipcapacity Thedatawasanalysedusingthematicanalysis(BraunandClarke,2022).
Findings
Thefindingsprovideastrongsenseoftherole’scomplexityandtheimportanceofachievingbalancebetween thebenefitstobeenjoyedandthechallengestobeovercome.Thepaperhighlightstheurgencyofmediatingthe negativeperceptionoftherolethatprevails,toencouragethoseaspiringtoPrincipalship,andtosustainthose moreestablishedintherole.Itadvocatesforeffectivedistributedleadershipandthedevelopmentoftheperson oftheleader,inadditiontothesystem’sroleinsupportingschoolleadersthroughdialogue,collaborationand adeeperunderstandingofthechallengesinvolved.
Saturday,6thJuly-09:00:(Agamemnon)-Theatre
Prof.KayFuller (TheUniversityofNottingham),Ms.SophiePotter(TheUniversityofNottingham),Ms.AliaKhan (Anonymous),Ms.ClairePrice(WomenEd)
If,inademocraticsociety,weleadineducationforthebenefitoflearners,aschildrenandyoungpeopleor adults,itisimportanttofindout:1)whatlearnersunderstandaboutleadership,and2)whatopportunities theyhavetoexerciseit;3)whattheyunderstandaboutgenderequityineducationandleadershipineducation.
OurESRCfundedprojectrespondedtointernationalcallsto:
•‘Achievegenderequalityandempowerallwomenandgirls’(SDG#5GenderEquality);specificallyto:‘Ensure fullparticipationinleadershipanddecision-making’(Target5.5,TheGlobalGoals;alsoG7GenderEquality AdvisoryCouncil,2021).
ItrespondedtoEnglisheducationpolicy(DfE,2019),from2022:
•‘Schoolsshouldbealivetoissuessuchaseverydaysexism,misogyny,homophobiaandgenderstereotypes andtakepositiveactiontobuildaculturewherethesearenottolerated,andanyoccurrencesareidentifiedand tackled.’
Schoolsmustteachchildren:
•‘…[S]tereotypesbasedonsex,gender,race,religion,sexualorientationordisability,cancausedamage…’. Ourinquirydevelopedfromearlierresearchbythefirstauthor,thatdrawsonmultiplefeministperspectives e.g.,intersectionalfeminism,Islamicfeminism,digitalfeminism,toexplaindatafromthreeprojects,includinga projectwithJillBerry,abouttheWomenEdmovementinitsearlyyears.WomenEd,nowacharityrepresenting 43K+Twitterfollowersworldwide,beganasasocialmedia-basednetworkforwomenservingandaspiring leaders.
WithmembersofWomenEd,ourprojectaimedto(1)buildaknowledgebaseaboutyoungpeople’sattitudes towardsgenderjusticeandleadership,andcarryout(2)anonlinesurvey,acreativewritingproject(withThe PoetrySociety),andfocusgroupsintwoschoolstogeneratenewknowledge.Theprojectproducedananthology ofyoungpeople’swriting.Thetwosecondaryschoolswerechosentoreflectsocialandeconomicchallenges facedinpost-industriallandscapesandmulti-ethnicinner-citycommunities.SuchschoolsserveddisadvantagedcommunitiesaffecteddisproportionatelybyCovid-19.
Thisprojectwastimely.ItalignedwithG7GEACrecommendationsthatgenderpoliciesshouldbeinfluenced bywomenleaders,particularlyduringandpostCovid-19.Itallowedthefirstcollectionandanalysisofdata thatconnectswomen’sleadershipwithCYPattitudestogenderjusticeandleadershipusingacreativewriting methodology.
Herewereportfindingsfromtheanonymisedparticipantswhotookpartintheonlinesurveyandfocusgroups. Wearguethatchildrenandyoungpeople’sresponsesdemonstratetheywanttolearnmoreaboutleadership.
WomenEducationalLeadersinPakistan:carryingthe‘double burden’,andimplicationsforhealthandwell-being
Saturday,6thJuly-09:20:(Agamemnon)-Theatre
Dr.SaeedaShah (UniversityofLeicester(Retired))
Manyresearchstudieshavehighlightedprofessionalwomen’sworkload,arguingthatoftentheircareer progressiontoseniorrolesishinderedordelayedbyaddeddomesticresponsibilities.Thelevelofresponsibilitiesmayvaryacrosssocietiesandcultures,howeverthesecertainlyhaveimplicationsforcareertrajectories.Researchisincreasinglyemphasisingemployers’roleandorganisationalenvironment insupportingwomenprofessionalstomanageworkload.However,thereisanotheraspectofworkload or‘doubleburden’whichhasnotreceivedmuchattention,andthatisitsimplicationsforwomen’shealth andwell-being.
Thispresentationdebatestheissueofwomen’s‘doubleburden’withspecificreferencetohealthandwell-being. ItdrawsondatacollectedfromaBritishAcademyfundedthree-yearproject,researchingwithwomenacademicsatdifferentstagesoftheircareerinfourpublicuniversitiesinPakistan.Theprimaryfocuswasto investigatetheircareertrajectoriesandthefactorsinfluencingtheircareerjourneys.Thedatageneratedby qualitativeinterviewswasdenseandinspiteofbeingguidedbytheresearchthemes,itunveiledaspectsof workloadthatsuggestedhowtheirhealthandwell-beingwasimpactedbythisdoubleburden. Wellbeingisdefinedasthestateofbeinghealthy,happy,andcomfortable,bothphysicallyandmentally(NHS 2014).Women’sdoubleburdenalsoemergedduringtheCOVID-19pandemic,whenincreaseddomesticand caregivingresponsibilitiesinthehomesacrosssocietiescausedhigherratesofmentalill-healthincludingdepression,anxiety,stress,andfatigue.AccordingtoaJapanesestudy,levelsofstress-relatedillnessarenearly twiceashighforwomencomparedtomen(Sato,2022).Itisincreasinglybeingacknowledgedthatdoubleburdenhasimplicationsnotjustforcareerprogressionsbutalsoforwomen’shealth,happinessandwellbeing, amajordisadvantagebeinglackoftimetorest/relaxandtoattendtotheirhealthneedsaspointedoutbysome participants:
• Ihardlygetanysleep–atthemost3/4hours.
• Ihavenotimetorelax…Ihavedevelopedhighbloodpressure.
• WhenIleaveuniversityIcookformyfamily…Idomultiplejobs.
• ImanagebutatthecostofmyhealthbecauseIevenignorevisittomydoctor…Ineedtogotodoctorbut Ipostponedmanytime.
• WheneverIgobackhomeafter4:00pmallthetaskswhicharesupposedtobeperformedbymethey arethere.
• Itistough,extremelytoughImustsay,remainingawakewholenightwithtwosmallchildrenandthen reachingondutyat7:30am.
• Thereishardlyanytimeformetorest.Work,children,home…AllthetimeIamrushingaround. Obviously,someoftheseresponsibilitiesandactivitiesareculture-specific.Theparticipantsmentionedthe socio-culturalattitudes,religiousteachingsandtheirresponsibilitiesasgoodMuslimwomenincarryingthis doubleburdentothebestoftheirabilities.However,thehealthandwell-beingrelatedissuesraisedbythese findingsunderlinetheneedtoresearchandaddresstheseseriousissueswhichcanimpactmentalandphysical healthofnotjustindividualsbutalsooffamilies.
Saturday,6thJuly-09:40:(Agamemnon)-Theatre
Dr.YaraYasserHilal (UniversityofSydney),Dr.DeniseMifsud (UniversityofBath),Dr.WaheedHammad (SultanQaboos University)
Thepresentliteraturereviewisundertakenwithinacontextofconcertedeffortsaimedatdiversifyingthe knowledgebaseoffemaleleadershipintheeducationfield.Muchoftheresearchinthefieldhasbeendone inAnglo-AmericanandEuropeancontexts(Arar&Oplatka,2015).Whilethisisnecessarytohelpbuildthe knowledgebase,itfailsinprovidingadiversifiedbasethataddressestheidiosyncrasiesofwomenleadership indifferentsocieties.Despiteresearchefforts,scholarshaveraisedconcernsaboutwomenleadershipinthe Arabworldbeingunder-theorisedandlackingaconceptualunderstandinggroundedinsocioculturalcontexts (Araretal.,2013;Oplatka,2006).Tothiseffect,thestudyconductsasystematicliteraturereviewusingScopus, WebofScience,andGoogleScholardatabasestoidentifypublishedresearchwritteninEnglishandpublished between2000-2022.Thereviewidentifiesthekeyfeaturesofthisliteraturewhilealsohighlightingthemain themesviaacriticalanalysis.Findingsofthereviewarediscussedconsideringboththeinternationalandthe moreculturallyrelevantliteraturetohelpdevelopacriticalunderstandingofwomenleadershippracticesand conceptualisationswithintheArabcontext.Thereviewconcludeswithinsightsforresearchers,policymakers, andpractitionersintheregion.
Saturday,6thJuly-10:00:(Agamemnon)-Theatre
Dr.ElizabethReilly (CaliformiaStateUniversityChannelIslands),Dr.MaryCunneen (UniversityCollegeDublin), Dr.VictoriaShowunmi (UniversityCollegeLondon)
Thispaperexploreshowwomeninhighereducationleadershipacrosstheworldreflectontheimpactofintersectionalityinunderstanding,apprehending,andenactingtheirwork.Itfeaturesresearchinvestigationsfrom womenleadersinEngland,Ireland,andtheUnitedStateswhocollectivelyhaveresearchedwomenineducationalleadershipinoveradozencountries.Theirworkinstantiatestheroleofwomeninimagining,promoting, andaffectinghighereducationleadership.Thestudiesandtheoryservetoinformleadershipprinciplesand practicesgloballythroughtheirconfirmationofandchallengetopresentperspectives(McNae&Reilly,2018; Synder,2000;Yosso,2005).Theyexplorehowwomenleadingeducationininternationalcontextsservetocreate sociallyjustandequitableuniversitiesthathonorthemanyintersectionsthatothersandtheyexperience.The studies’autoethnographicfociaresituatedinintersectionalitytheory.Genderisnotasingleanalyticalframe: race,migration,status,history,religion,socialclassetc.,affectone’sexperienceasawoman(Showunmi&Kaparou,2017;Moorosietal.,2018).Furthermore,formanywomenofcolor,feministeffortsaresimultaneously embeddedandwovenintotheireffortsagainstracism,classism,andotherthreatstoaccessingequalopportunitiesandsocialjustice(Mahmood&Reilly,2018).Thescholarsusereflexivityasthemeanstoacknowledgeand establishoursvoicesinourworkandtherebychallengestructuralobstaclestooursuccess(Hughes&Pennington,2016;Pham,2011;Pham&Mohamad,2020;Wall,2006).Thefirststudyprovidesinsightintothechallenges andsuccessesofaUS-bornwomanleaderofcolorinherworkacrossthecontinentsaswellasadeeperexaminationoftheuseofautoethnographytoprovideauthenticvoicetotheintersectionsofrace/ethnicityand genderforindividualsoftenmarginalized.Itprovidesadeeperperspectiveonbothselfandsociety,process invitesdeepinquiryabout,reflectionon,andscrutinyofourlives.Thesecondstudyexploresraceandgender inthecontextofhighereducation,analysingtheexperiencesofBlackwomeninacademiatocreateabetter understandingofwhatitistobeBlackandawomanincontemporaryBritishsociety.Acloserexaminationof highereducationrevealstheextentoftheracialtraumaenduredbyBlackwomenandtheresultantdeclinein theirwellbeing.ThethirdstudyreflectsontheexperiencesofawhiteCatholicfemaleacademic,whotransitionedfromtheroleofpost-primaryteachertoteachereducatorwhoobservesandresearcheswomenleaders. Herstoryisoneofinsiderversusoutsiderstatus(Merriametal.,2001),inwhichshereflectsonhowsocial, cultural,andhistoricalpracticesinformthelabourofwomen’slivedexperienceswhoselivesarenottidy.The threescholars’collectiveexperiencesaswomenleadersresearchingwomenineducationalleadershipglobally andinservingintheserolesprovideanexpansiveviewoftheprogress,successes,andchallengesthatwomen facebroadly,andhowtheintersectionsofraceandethnicity,alongwithotherfactors,affecttheirworkincivil societyspecifically.
AnenactedlocallearningecosystemofScottishschool primaryandnurseryeducationtoserveasamodelforthe futurerootedinthepast
Saturday,6thJuly-09:00:(Arcoona1)-Theatre
Dr.NiallMackinnon (AvernishProspect)
ThepurposeofthispaperistopresentanenactedlocallearningecosystemofaScottishprimaryandnursery schoolasamodelforthefutureofthedevelopmentofthenationaleducationsystem.Thisistorethinkschool leadershipandcentralreformeffortsassystemslearningrootedinschoolcommunities.Iwriteasteacherand headteacher.Iframethepracticeofmyself,teachingcolleaguesandtheschoolasanorganizationalentityas research,inquiryandsystemsleadership.
Fromthemillenniummajorsocial,normativeandtechnologicalchangesinsocietypromptedmatchingchanges ineducation.InScotland,aseriesoflinkedreformsranasacoherententityforadecadeandahalffrom2002. Thesewere‘AssessmentisforLearning’harmonizingassessmentof,forandaslearningand‘BuildingtheCurriculum’from2006framedaroundfourinterlinkedcapacitiesofchildren’spotentialofconfidence,responsibility,contributionandlearning.DuringthisperiodIwasclass-committedasheadteacherofasmallScottish ruralprimaryschool.
Educationisformativeofchangesinsocietyasmuchasrespondingtothem.Thereformeffortfocusedon collaborativeandinquiry-basedlearningtopromotethegoalsofcontribution,responsibilityandconfidence. Wemovedawayfromcurriculumasaproductmodeltocurriculumasaframework.Thechangednatureof learningproductsandoutcomesweresogreatinvolvingthechildreninparticipativeandconstructivistmodes thatwecametoseethattheywerebuildingknowledgeasmuchasacquiringit.Werealignedthefocusofour school-basedapproachestothisconceptualandtheoreticalframing.
Wecametoperceivethatthecomplexpathwaysofpracticeandtheoreticaldevelopmentwerebeingstultifiedby prescriptiveformsofauditandtarget-drivenapproachesfromtheoutgoingcurriculumandpedagogicmodels. Someofthesewereimposedinwhatwecametodiscernwereincompatibleinitiativesbyarangeofgovernance, auditandcurriculumbodiesinScotland.
Inresponsewecametodefineourtheoreticalandconceptualgroundingmorepreciselyandlinkedtoestablishedmodelsofnotedcurriculumdevelopersworldwide.Attimesthiscausedstarkcontradictionsandeven conflicts.AswidelynotedacrossScottisheducationtheoutfallofthistendencywasover-bureaucratizationand prescriptioncausingconfusion.
Wesetoutanalternativepathwayofschooldevelopmentlinkedtonationaldevelopment.WeadoptedanapproachofBuildingKnowledgeforLife,alsoincorporatinglearningandpersonalandsocialdevelopment.The curriculumwasnolongeracorpustobedeliveredbutaframeworkwithinwhichwecouldfunctiontopromotethefourcapacities.Thisledtoactivetheoretical,conceptualandmethodologicaldevelopmentatschool levelandthentomarkedlydifferentformsofpractice,includingassessmentandevaluation,toenablethefour capacities.
Idemonstratetheviewfromenactedexperiencethatsuchanapproachcouldproductivelyguidethenextstage ofScottishschooleducationdevelopmentdrawingonthelocallearningecosystemof2002-16.Itcouldrekindleanationalprogrammeofenhancementandinnovationfocusedanddrawingonpractitionerschool-based experienceandinnovationascentralsysteminterlinkedorganizingpriority.
Saturday,6thJuly-09:20:(Arcoona1)-Theatre
Dr.MarkGibson (OxfordBrookesUniversity),Dr.DeborahOuthwaite (UniversityofLiverpool)
ThisprojectaimstotrackthechangesthathavetakenplaceinMultiAcademyTrusts(MATs)inEnglandinthe lastfewyears.SmallerMATshavebeen‘re-brokered’intolargeronesandStandAloneTrusts(singleschools) havebeenbrokeredintoMATs,sometimesagainstthewishesoflocalschoolleadershipteamsandalwaysat thedirectionoftheDepartmentforEducation(DfEs)RegionalDirectors(RDs).
Thisresearchisasmall-scalequalitativestudywithethicalapprovalfromaUKuniversity.Althoughdatahas notbeencollatedatthetimeofBELMASAbstractsubmission,weenvisagehavingunpublisheddatatoreport attheBELMASconferenceinJuly2024.Theworkwishestoexamineanychallengesthatleadershipteamshave facedwiththisprocessintheirownschoolsbyinterviewingseniordeputyheads;heads;execheads;CEOs;and recentlyretiredseniorstafffromarangeofMATsinEngland.
SchoolsthatconverttoAcademystatusthroughtheirownchoicearecalled‘converter’academies,sometimes thoughtheseschoolsare‘enforcedconverter’asaconsequenceofanOfstedoutcomeorapoorfinancialposition andbecausethelocalDfERegionalBoardthereforerecommendit.Thistypeof‘systemleadership’isonethat isusuallydifficultforlocalschoolleaderstoobjecttoinanyform,asthedecisionthathasbeenmadeisusually outsidethecontroloftheirownschoolandTrustBoard(orGoverningBody).
Thisresearchaimstounpickthechallengesfacedbyleaderstoanychangesinschoolstructuralarrangements (ieenforcedorconverterbrokerings).Theobjecthereistoexplorethedecision-makingprocessandcontext fromtheperspectiveoftheseacademyleaders.
Thereisalackofwidersystemknowledgeavailableontheconversionprocessintoacademytrusts,asthese oftenworkcloselywiththenationalDfE,andthepersonwholeadsthe8RegionalBoards,knownastheNational Director.SomeMATsnowrunmorethan100schools,sotheircentralteam,canworkacrossmanyoftheDfE’s 8regions,andmanyLocalAuthorities(LAs).Atpresentthereisadearthofempiricalworkinthisarea.
Saturday,6thJuly-09:40:(Arcoona1)-Theatre
Prof.DanielMuijs (Queen’sUniversityBelfast)Inanumberofcountrieseducationsystemshavedevelopednewmodesofschoolorganisationandgovernance, wherebyautonomousschoolsarerunbyoverarchingorganisations,suchasCharterManagementOrganisationsintheUSorMulti-AcademyTrustsintheUK.
Thisnewgovernanceformisbecomingamajororeventhemajorpartofthesysteminanumberofcountries, butweasyethavefewoverviewsofwhateffectivenessandqualitymeaninthegovernanceandleadership thereof.Inthispaperwewilllookattheexistingresearchandliteratureinfourcountries,theUK,theUS, TheNetherlandsandSweden,whichhavecomparable(thoughbynomeansidentical)middle-tiergovernance arrangements.
Aliteraturereviewwasundertakenusingbothacademicand‘grey’literaturetolookatthecharacteristicsof highqualityandeffectivetrusts(usingtheEnglishterm).Wegroupedtheevidenceunderfivemaincategories: expertgovernance,qualityofeducation,workforceresilienceandwellbeing,efficiencyandeffectiveness,and publicbenefitandcivicduty(CST,2022).
Findingssuggestthat,firstly,theevidencebaseisneitherparticularlylargeorofparticularlystrongquality, thoughthereareusefulquantitativeandqualitativestudiesfromtheUK,USandNetherlandsinparticular.
Keyfindingsare:
1.Theroleoftrusteesiscentraltostrongtrusts.Thisentailseffectiveoversightandaccountability,andrequires astrongandbroadskillsbasewithinboards,encompassingatleasteducationalknowledge,finance,HRand legal.
2.Aswellasoversightandaccountability,akeyroleofthetrustistoprovidesupportandprofessionaldevelopmenttotheirschools.Thismeansfosteringcollaborationandmutuallearning,anddrawingoninternal strengthstodevelophighqualityCPD.
3.Qualityofeducationisfosteredbyanemphasisonimprovingthequalityofteaching.Whilethereisacontinuumintermsofthelevelofcentralisationoffunctionswithintrusts,overallmoresuccessfultrustsprovideschoolleadersthetoolsandspacewithwhichtoexerciseinstructionalleadershipintheirschools.
4.Aquestionthatoccursinsomeoftheliterature,butthatiskeyfromanequityandsocialjusticeperspective, istheextenttowhichtrustgovernanceinteractswiththelocalsystem(schools,civicorganisations,socialand healthservices,localgovernment,community).Thiscivicdutyisanimperativefortrusts,butisnotalways presentwithsometakinganinward-lookingorevenadversarialrolewithlocalsystems.Thislackofmoral purposeismorelikelytoexistintrustswhichfail. Wediscusstheimplicationsofthesefindingsforresearchandpractice.
Typologisingparentrolesfor‘modern’schoolgovernanceand leadershipinacorporatisedfield.
Saturday,6thJuly-10:00:(Arcoona1)-Theatre
Ms.KarenHealey (TheUniversityofManchester)
Thepurposeofthispaperistodevelopandexploreatypologyoftheroles’parentsplayfor‘modern’school governanceinacorporatisedfieldofeducation.Suchatypologyseekstodescribeandilluminatethecorporatisationofthisrelationship.Thispaperdrawsondatageneratedfromawiderdoctoralstudywhichisan ethnographicallyinformedcasestudyconcernedwithMulti-AcademyTrust(MAT)governanceandtheroleof parentalengagementforgovernanceaccountabilities.
Neoliberaleducationpolicieshaveconstructedleadershipandgovernanceasmanagerialistandcorporatised practices.Thisconceptualisationrequiresthoseinpositionsofeducationalleadershipandgovernancetooperationalisestate-mandatedcorporatepracticestosecurethepositionoftheirschoolorMATwithintheedu-market asacommodity.Mostlyparentshavebeenpositionedasobjectsofsuchgovernancepractice.
WithinthispaperIamconcernedwithhowpolicyandpracticeentanglementsconstructtherolesparentsplay. Iarguethat‘modern’governancehaspositionedparentsasenablersandproductsofcorporateactivity.
ThisstudyislocatedinthreeMATsinEngland.Igenerateddatabeyondthemeta-narrativeoftheparentrole foreducationalleadershipandgovernancethroughnarrativeinterviews,walkingstorytoursandobservations ofeventsinvolvingparents.Initiallydatawasanalysedusingavoice-centredrelationalapproachtoidentify firstlytheplotandcharacters,secondlyrelationshipsandthirdlyforsocial,culturalandpoliticalcontext,to explorethetypesofrolesparentsplayforeducationalleadership.ThinkingwithBourdieu’sconceptsoffield andcapital,thesetypeswererevisitedtounderstandtheirrelationalpositioninthefield.
Earlyanalysishasrevealedanumberoftypesofparentrolesdeployedastoolsthatcanbeorganisedinatypologyofsixtypesthatcanbeusedtodescribetheirfeatures.Thesesixtypes: supporter,monitor,provider, mediator,civicknowledgeexpert and partner. Thisanalysischallengestheconceptualisationoftheparentsimplyasaconsumer.UsingBourdieu’sconceptsoffieldandsymboliccapitalparentsarepositionedintooneof moreroletypesactingastoolsingovernanceandleadershipactivities.Furthermore,ahierarchyisilluminated acrosstypeslegitimatedthroughthefield’scorporatelogicofpractice.Thiscorporatisedframingofmodern governancecreatesatoolboxofparentrolestobeoperationalisedbyleadershiptosecurepublicaccountabilities.
Thispaperoffersbothanempiricalandconceptualcontributiontoknowledgebuildingonpriorstudiesexploringtheroleofparentsforschoolgovernanceandleadership.Thesemostlyarenormative,withatechnoutilitarianframing.ByproblematisingthecorporateframingoftheparentroleinthefieldofeducationalleadershipIhavebeenabletoilluminatehowparentsaretoolsinacorporatetoolboxusedtocompeteinanedumarket.ThinkingwithBourdieu’sconceptsoffieldandsymboliccapitalrevealsthehierarchicalnatureofthis toolbox.Thistypologyoffersbothaheuristicandanalyticalconstructstoaskquestionsofthefieldandusein analyticalthinkingacrosscasestounderstandhowparentsareconstructedandtherolestheyplaysinthefield ofeducationalleadership.
Saturday,6thJuly-09:00:(Creation)-Theatre
Prof.HauwaImam (UniversityofAbuja,Abuja)
TheCOVID-19pandemicledtodisruptionofstudiesintheconventionaluniversitiesforupwardofeightmonths duetoclosureofspaces.However,someeducationalleadersledtheiruniversitiestoengagemeaningfullywith learnersusingdigitaltoolsonlineduringthelockdown.Themovenowistowardsblendedlearningwhereuniversitiesusemixedmodeofteachingusingtraditionalfacetofaceanddigitaltechnology.Concernsraisedinthis studyisonhowwellEducationalLeadersaremotivatingacademicstafftoimbibethechangeandinfluencing learners’creativityandinterestsindigitaltransformation.Thestudyispremisedonthetheoryoftransformationalleadershipascentraltore-imagingthefutureoflearninginuniversitiesinNigeria.Thestudyemploysa mixedmethodqualitativeandquantitativeresearchdesign.Thesampleare60academicstafffromtwouniversities;onepublicandtheotherprivatelyownedlocatedintheFederalCapitalTerritoryofNigeria.Findingsof thestudyindicatedthattheeducationalleadershavebeenfairlyeffectiveinmotivatingacademicstafftobuild theircapacitiesfordigitaltransformation.Therewereanumberofmilitatingfactorsthatincludeacademicstaff resistancetochange,inadequateaccesstotechnology,limitedcapacitybuildingopportunitiesandinadequate resources.Suggestionweremadetoenhanceacademicstaffdigitalskillsanddevelopingthecompetenciesthe youthinskillsandtalentsinthefaceofthechanges,graduateunemployment,andemployability.
Keywords:Transformationalleadership,futureoflearning
Saturday,6thJuly-09:20:(Creation)-Theatre
Dr.LeanneGibbs (CharlesSturtUniversity)Over1.5millionchildren,frombirthtofiveyearsofage,attendanearlychildhoodeducation(ECE)settingevery dayinAustralia.Throughout2020and2021,children’sattendancewasdisruptedandsometimesprevented bynaturaldisasters,devastatingbushfires,andaglobalpandemic.Overthistime,earlychildhoodeducation settingsprovidedcareandeducationforthechildrenofessentialworkers,onlinesupportforchildrenand familiesandintegralcommunitysupportduringrecoveryfromthepandemicandclimatedisasters. However,keypolicymakers,membersofgovernmentandthecommunityfrequentlyoverlookedearlychildhoodeducation.Althougheducation’scriticalroleinchildren’sdevelopmentaltrajectoriesandsupportingcommunitiesintimesofchangeisclear(Heckman,2011),earlychildhoodeducationwasoftenexcludedfrompoliticalnarrativesandthecommunicationonfundingandoperationalchanges.Unprecedenteddemandscreated personalandprofessionalchallenges,butleaderscontinuedtoperformandthriveintheirroles.
Thispaperdescribesaqualitativestudyexploringperspectivesandtheenactmentofleadershipinearlychildhoodeducationsettingsinchallengingtimes.Thestudyinvestigatedthedispositions(madeupofknowledge, skills,andvalues)ofsixteenAustralianearlychildhoodeducationleaderswholedtheworkforce,policyimplementation,andpracticethroughouttimesofcrisis.Additionally,thecomplexityoftheleadershiproleandthe ECEsettingandsectorwereexplored.
TheDialogicCafémethod,usedforthestudy,createdadynamic,emergentenvironmentforsharingknowledgeandexperiences.Themethodisparticipatoryandrevealsinnovativeideasandquestionsforanalysisand in-depthexplorationofresearchquestions.IntheDialogicCafé,participantsposetheirquestions,followinga provocation,thatformthebasisforcriticaldialogue(Gibbsetal.,2020).Complexadaptivesystemsandcomplexityleadershiptheory(Uhl-Bien&Arena,2017),characterisedbyemergence,interdependence,disruption, andunexpectedoutcomes,providedanontologicalfoundationandinterpretivelensforthestudy.
Thefindingsilluminatethechallengesforleadersofearlychildhoodeducationsitesandidentifytheskills, knowledgeandfundamentalvaluesthatenableservicestocontinuetooperateincriticalcircumstances. Thestudy’sfindingsareinstructiveforpolicymakers,politicaldecision-makers,organisationsandleadersnot justinAustraliabutworldwideduetothecommonfeaturesofleadershipenactmentintimesofcrisis. Thedialogicmethodenabledtheco-designoftheresearchandtheopportunitytodeeplylistentotheexperience ofECEleaders,revealinginnovationsandguidance,particularlyforpolicydecision-makingandimplementation,andleadershippractice.Thispapercallsformoresignificantconsiderationofthecomplexityofearly childhoodeducationandrespectforthosewholeadservicessupportingcommunities’resilienceandthewellbeingofchildrenandfamilies.ThedepthofemotionallabourperformedbyECEleadersintimesofcrisiswas animportantfindinginthisstudyandmustbeaprimeconsiderationforthesustainabilityandwell-beingof ECEleaders.
enablingleadership-aduoethnographicstudyusing
Saturday,6thJuly-09:40:(Creation)-Theatre
Dr.MarieBeresford-Dey (UniversityofDundee),Prof.LindaMartindale (UniversityofDundee),Dr.StellaHowden (Heriot-WattUniversity)
COVID-19presentedleadersinhighereducation(HE)withcomplexandpressingchallengesthatrequiredan adaptableandagileresponse.Duringthepandemic,questionswereraisedabouttheopportunitiestorethink teachingandbuildoninnovations,inadditiontochangingperspectivesofonlinelearning.Concurrentwith thiswereconcernsforstaffwell-beingandresilience,workingandlivingwithaprotractedperiodofdisruption andelevateduncertainty.Thevalueofeducationalleadershiptoenableadaptationandinnovationhasbeen establishedwithincreasedcalls,globally,forcompassionateapproachesfromHEleaders.
Inthisstudywefocusedonexplorationofwaysofthinkingaboutandpracticingleadership,ataScottishUniversity,overa10-monthperiod;atimewheneducationwassignificantlydisruptedbytheCOVID-19pandemic. WeusedComplexityLeadershipTheory(CLT)asaconceptuallens.CLThasbeenfoundtobeusefulinexaminingleadershipfunctions,acceptingthecollectivenatureofleadershipandinsettingsthatarecomplex.In thispresentationwefocusonfindingsthatrelatetotheconnectionsbetween enabling leadershipfunctionsand compassionate leadership.
Usingaduoethnographicmethodology,thestudyexplorededucationalleadershipinHEatatimeofcrisisfrom theperspectiveoftwoassociatedeansforlearningandteaching.Dataweregeneratedbyrecordingreflective conversationsandcollectingotherartefacts(forexample,writtenreflections)associatedwithweek-to-week leadershipthinkingandpractice.Thisnovelapproachenabledreflectivedialoguetobecaptured,tosupport understandingofleadershipthinkingandpracticeovertime.WedrewontheleadershipfunctionsofCLTto supportqualitativedataanalysis.
Thefindingsdemonstratedthedominanceofthe enabling leadershipfunction(ofCLT)and compassionate leadershippractices.
• Theenablingfunctionrelatestopracticeswhichacttointerfacebetweenoperationalandentrepreneurialleadership;thisincludedsignificantnetworking,inter-personalwork,sharingideasand disseminatingknowledge.
• Thecompassionateleadershippracticesrelatetobeingavailableandresponsivetocolleaguesandtaking actiontosupportothersandtobeactiveinself-care.
Integratedwiththesepracticeswasemotionwork,managingfeelingsandexpressions.Accountsofenabling socialandemotionalconnectednessbetweentheleadersandindividuals,teamsandgroupswererecurrent. Thesepracticeswereidentifiedasvaluable,underpinningmeaningfulandproductivewaysofworking.
ThefindingsresonatewithHEleadershipliteratureidentifyingtheimportanceofemotionalintelligence,communicationandempathy.Lesscommonintheliteratureisconsiderationofleaders’emotionwork.Thisstudy foundemotionworktobeentangledwithaccountsofenablingothersandsustainingself.Whilethestudyfocusedontheunusualcrisisofaglobalpandemic,weproposethefindingsareapplicabletoothertimesofcrisis, albeitnormallymorelocalised.
Toconcludewediscusshowthesefindingsrelatetoeducationalleadershippractice,foregroundingthesignificanceofcompassionateleadershipapproaches.Wehighlightareasforfurtherstudyrelatedtobothpositive andnegativeemotionsandsuggesthowincreasingtalkaboutemotionsandleadershipmaybehelpfultoensure sustainedeffectiveleadershippracticesforourcomplexandchallengingfutures.
Saturday,6thJuly-10:00:(Creation)-Theatre
Teacherwellnessisanissuetowhichschoolleadersmustincreasinglyattend.Teacher’swellnessisnegatively impactedbystress,poorschoolleadership,unhealthyschoolculture,inadequatesupport,demandsrelated toeducationpolicy,andlackofresources(Greenburgetal.,2016).Increasedstressisaninternationalphenomenoncreditedfordiminishingteacherjobsatisfaction(Johnsonetal.,2012;Toropovaetal.,2021;Van Maele&VanHoutte,2012).Moreover,burnoutandturnoverareamongmajorcontributorstotheglobalteacher shortage,acircumstancethatdisproportionatelyimpactsschoolsservingdiversestudents(Hoglundetal.,2015; Johnsonetal.,2012;Matsuba&Williams,2020;Rossetal.,2012).Thus,schoolleadersmustfindwaystoattend toteacherwellnessinordertoattractandretainhighqualityteachers(Bernadowski&Hisle,2023;Schmitt& deCourcy,2022)andofferduecaretotheteacherworkforce(CulshawandKurian2021).
TheGlobalWellnessInitiative(2023)distinguisheswellnessasrelatedtophysicalactionwhilewellbeingisassociatedwithaperceptionofcontentmentregardingone’smentaloremotionalstate.Forteacherstoexperience asenseofwellbeing,theymustconsistentlypursuewellnessthroughpractice.KanoldandBoogren(2022)explainwellnessas“aprocessofself-reflectingroutinesforalifetimeofcontinuousgrowthandimprovement”(p. 1).Althoughroutinesincorporatephysicalstrategiessuchasexercise,healthyeating,andadequatesleep,they alsointegratementalstrategiesincludingmindfulnesspracticessuchas“breathawareness,intentionsetting, andgratitude”(Katzetal.,2015,p.103-104),aswellasrelaxationandmeditation(Matsuba&Williams,2020). Teachersmanagestressmoreeffectivelywhentheyusemindfulnesspracticesalongsidephysicalexercisesuch asyoga(Katzetal.,2015;Matsuba&Williams,2020).Asayogateacherandteachereducator,Idesignedprofessionaldevelopment(PD)tosupportteacherwellnessandreducestressthroughtheintegrationofmindfulness andyoga.ThePDconsistedoffoursessionsaddressingoneareaofwellness:physical,mental,emotional,and social(Kanold&Boogren,2022).Duringsessions,participantsdiscussedmindfulnessstrategiesandsharedin ayogapracticealignedwiththeareaofwellnessincludingvinyasa,yin,restorativeandnidra. Thispaperwillsharethefindingsofacasestudyexploringteachers’experiencesofthePD,answeringthe question:HowdoesPDthatintegratedmindfulnesspracticesandyogainfluenceteachers’overallwellnessand senseofwellbeing?Usingacasestudydesignallowedmetoexplore how participatingteachersdescribetheir PDexperiences,PDcomponents,andthe context fortheirdecisiontocontinuepracticingyoga(Creswell&Poth, 2018;Stake,1995;Yin,2003).Iusedmultipledatasourcestoanswertheresearchquestion(Patton,1990;Yin, 2003)includingpost-PDsurveys,semi-structuredinterviews,andparticipantobservation.Findingsalignwith thefourareasofwellness:physical,mental,emotional,andsocial.Thisresearchwillprovidepossiblesolutions toaddressteacherstressandburnoutinordertoattractandretainhigh-qualityteachers.Thepaperwillexamineimplicationsforschoolleaderswhowishtosupportteachers’overallwellnessandsenseofwellbeing.
Saturday,6thJuly-09:00:(Inspiration2/3)-Theatre
Dr.Rima’aDa’as (HebrewUniversityofJerusalem),Dr.MowafaqQadach (AlQasemiAcademicCollegeofEducation)Studieshaveshownthattheprevalenceofriskybehaviorsandaggressiveattitudesincreasesduringadolescenceanddecreasesattheendofthisperiod(e.g.,Blankensteinetal.,2018).However,notalladolescentstend towardviolenceorhaveattitudesthatsupportaggression,whichareconsideredacriticalfactorinaggressive behavior(Huangetal.,2015).
Theschoolprincipalhasacentralroleinpromotingstudents’success,learningandachievements(e.g.,Day etal.,2016).Tothebestofourknowledge,schoolprincipals’effectonstudents’aggressiveattitudes,andin particularhowethicalleadershipaffecttheclassenvironmentdesignedbyeducators(homeroomteachers)to shapestudents’attitudes,haveneverbeenexamined,despitethefactthatschoolleaders’ethicalbehaviorsare relatedtostudents’outcomes(Hughes&Jones,2011).
Basedonauthoritativeschoolclimatetheory(Cornelletal.,2016)andethicalleadershiptheory(Brownetal., 2005),thisstudyposesthemainquestion:“Howdoschoolprincipalsasethicalleadersaffectstudents’aggressiveattitudes?”Themainargumentisthatschoolethicalleaders(asperceivedbyteachers)affectstudents’ aggressiveattitudesthroughthedesignofanauthoritativeschoolclimate(asperceivedbyeducators)ofstudent support(respectandhelp)andastructureoffairnessandjustness,whichinturnaffectseducators’(homeroom teachers)workthroughthedesignofanauthoritativeclassroomclimate(asperceivedbythestudents).
Thedatawerecollectedfromthreesources:(1)317educatorsfrom64ArabpublicmiddleschoolsinIsrael;(2) 504teachers;(3)6589studentsfromgrades7,8and9.Usingdoublylatentmultilevelstructuralequationmodelinganalysis,itwasfound,attheschoollevel,significantandpositiverelationshipbetweenethicalleadership andauthoritativeschoolclimate,aswasthatbetweenauthoritativeschoolclimateandauthoritativeclassclimate.Furthermore,authoritativeclassclimateandstudents’aggressiveattitudeswerenegativelycorrelated. Norelationshipwasfoundbetweenauthoritativeschoolclimateandstudents’aggressiveattitudes.Atthestudentlevel,anegativerelationshipwasfoundbetweenauthoritativeclassclimateandaggressiveattitudes. Examiningtheauthoritativeclimatedimensionsseparately,attheschoollevel,showedpositiveandsignificant relationshipbetweenethicalleadership(throughteachers’perceptions)andschoolclimatedimensions,taken separately.Aschoolclimateemphasizingjustnesspromotedaclassroomclimateofjustness;aschoolclimateof support-respectwasrelatedtoaclassclimateofsupport-respect,aschoolclimateofsupport-helpwasrelatedto aclassclimateofsupport-help,andaschoolclimateemphasizingfairnesswasrelatedtoaclassclimateoffairness.Onlytheclassroomdimensionsoffairness,support-helpandsupport-respectwererespectivelyrelatedto students’aggressiveattitudes.Furthermore,nonegativerelationshipwasfoundbetweenschoolclimatedimensionsandaggressiveattitudesexceptforthejustnessdimension.Atthestudentlevel,anegativerelationship wasfoundbetweenclassclimatedimensionsandaggressiveattitudes,exceptforjustness.Theindirecteffects ofprincipals’ethicalleadershiponstudents’aggressiveattitudesthroughtheschoolandclassroomclimatedimensionsweresignificantexceptforclassroomjustness.Mediationwasalsofoundbetweenethicalleadership andaggressiveattitudesthroughtheschoolclimateofjustness.
Overcomingself-imposedbarrierstoensurepurposeful educationalleadershipconnectswithandfocuseson effectivenessandcontinuousimprovement.
Saturday,6thJuly-09:40:(Inspiration2/3)-Theatre
Mr.MartinKerridge (LJMU)
ThispaperisaresponsetoMichaelFullan’sanalysisofthetypesof self-imposedbarriers facedbyschoolleaders. Specifically,exploringthefourthofhisfivetypes:the inabilitytotakechargeofone’sownlearning. Thepaper proposesthateducationalleadersshouldbeprovidedwiththetools,structure,andguidancetobe holistically supportedintheirroles,andthiswouldbeadirectresponsetosuchaself-imposedbarrier.Theconceptof ‘working holisticallyto educate educational leaders’(WHEEL),isintroducedandthecontextofeightspokesis outlinedwithafocusonthespokeof‘educatingforleadership’.
Theargumentismadethatleadersshouldhaveaccesstohighqualityleadershipeducationthatisregular, incremental,andpurposeful.Itshouldbeaplannedpathway,withclearintegrationbetweenelementsofprofessionaltrainingandqualification,academicstudyandresearch,peerledexpertiseandagenuineengagementwithintheeducationalleadershipcommunitytoaprofessionalcommitmenttosuchongoingeducation. Itshouldbeanexpectationoftheleader,thattheyareinvolvedinsuch,andtheyshouldbesupportedbytherelevantresourcestoaddresstheexpectation.Examplesincludeconsiderationofhowsuchcouldbemanifested, suchasaprofessionallicensingprogramme,andalsohowsuchrelatestorecentpoliciesandinitiatives,practice suchasnationalprofessionalqualificationsthatwereandthenwerenotcompulsory,andtheroleofstakeholderssuchastheCharteredCollege.TheconclusionrelatesFullan’s moralimperatives totherevitalisedsenseof directioninthereflectionsofStephenTierney,whoadvisesthatthereisa newleadershipimperative,setting outthedeepsenseofreconnectiontoeducatingwithpurpose,andmakingthecasethateducationalleadersare betterequippedtoengagewiththepersonalempowermentofaconnectedapproachiftheyaresupportedas leadershiplearners.
Saturday,6thJuly-10:00:(Inspiration2/3)-Theatre
Dr.RachelWhite (UniversityofTennessee),Mr.JohnathonJerman(UniversityofTennessee)
Purpose
Operatingwithinincreasinglytumultuousspaces,chiefexecutivesofschools(e.g.,superintendents,directors) mustprovideanessentialpublicservicetotheircommunity—theprovisionofafree,high-qualityeducation forallstudents.Stabilityandconsistencyofleadershipareintegraltofulfillingthisresponsibility(Johnson etal.,2012).However,whatisknownaboutsuperintendentattritionandmobilityisquitelimited.Aligned withtheBELMAS2024conferencetheme—“WhoorWhatisEducationalLeadershipfor?”—thisstudyaimsto informschoolboardmembers,aspiringsuperintendents,andstateandlocalpolicymakersaboutthenatureof thesuperintendentlabormarketthroughaempiricalexplorationoftwoquestionswithintheU.S.context:
• Whatisthenatureofsuperintendentattritionandmobility?
• How,ifatall,dothecharacteristicsofdistrictsthatsuperintendentsleaveandmovetodiffer?
DataandMethods
ThisstudydrawsontheNationalLongitudinalSuperintendentDatabase(NLSD),anannuallyupdateddatabase ofallpublicschooldistrictsuperintendentsintheUnitedStatesfrom2019topresent(White,2023).Forthis project,werestrictedtheNLSDtosuperintendentsthatexitedormoveddistrictssince2019(n=5,716).Wecollectedpubliclyavailablesourcesfromtheinternetthatdescribedsuperintendentattrition,identifyingsources for90%ofexitsormoves.Aftermultipleroundsoftraining,researchteammembersreadthesourcesandcoded (a)whetherattritionwasvoluntaryorinvoluntary/contentiousand(b)howattritioneventswerepubliclydescribed(e.g.,resignation,retirement,fired/non-renewed,death,arrest/conviction).Giventhatourquestions aimtodescribethenatureofsuperintendentattritionandmobility,weemployquantitativedescriptiveand correlationalanalyses.
Since2019-20,nearly4,500superintendents(79%ofallmoversandexiters)exitedtheprofession,1,100moved toanotherdistrict(19%),and125(2%)movedthenexited.Weidentified71%ofattritiontobevoluntaryand 10%involuntary/contentious.Justoverone-thirdofattritionwasattributedtoresignation(81%voluntary,14% involuntary/contentious)andone-thirdtoretirement(86%voluntary,3%involuntary/contentious);5%were fired/non-renewed,1%died,and1%)werearrested/convicted.
Superintendentsweremostlikelytomovetoslightlylargerdistricts(onaverage,fouradditionalschoolsand ~2,500morestudentsthanpriordistrict).Themajorityofcityandtownsuperintendentsmovedtoadistrictin asimilarlocale.Incontrast,nearlyhalfofsuperintendentsdepartingruraldistrictsmovedtotowndistricts. Aboutone-thirdofsuperintendentsdepartingsuburbandistrictsmovedtoanothersuburbandistrictandonethirdmovedtoacitydistrict.
Amongsuperintendentsthatmoveddistricts,theaveragedistancebetweenthetwodistrictsincreasedfrom129 miles(s=232miles)afterthe2019-20schoolyearto141miles(s=252miles)afterthe2021-22schoolyear.We findnosignificantdifferencesindistancebetweendistrictsbasedongeographiclocaleafter2019-20,perhaps due,inpart,totheCOVID-19pandemic.However,comparedtothoseleavingsuburbanandurbandistrictsafter the2020-21and2021-22schoolyears,distancestraveledweresignificantlyhigherforsuperintendentsleaving ruraldistricts.
Saturday,6thJuly-09:00:(Innovation)-Theatre
Dr.RehanaShanks (SchoolofEducation,UniversityofGlasgow)Thisisthestoryofaschool’siterativejourneywithinanExternalSchoolEvaluation(ESE)process.Theevaluationprocessfollowedthreestagesofdevelopmentandwassupportedbyastrongfoundationofteacherlearning andcollaborativeinquiry.Itwasstructuredaroundthreepillarsofinquiry,namelyInclusion,Assessment,and Sustainability,aligningwithourevaluationexpectationsofLearning,Culture,andEnvironment.
Theevaluationprocessbeganwithacomprehensivefocusonteacherlearningandtheformationofprofessionallearningcommunitieswithintheschool.Thisstageextendedoverafullyear,allowingampletimefor deepexplorationandreflection.Tosupportthisprocess,regularmeetingswereheldwithinpillargroups,where educatorsengagedinmeaningfuldiscussionsandsharedtheirinsights.Additionally,participationininternationalconferencesoninclusionandneurologicalsafetyenrichedthelearningexperience,bringingindiverse perspectivesandinnovativepracticesfromaroundtheworld.
Theoutcomeofthisrigorousprocessledtotheidentificationofkeyquestionsandareasforimprovement. ThesequestionswerecarefullyexaminedthroughthelensofTheStaceymodelforcomplexity,whichprovided aframeworktonavigatetheintricaciesofthechallengesfacedbytheschool.
Astheevaluationprocessdrewtoaclose,theschoolemergedwithawealthofknowledgeandaclearroadmap forimprovement.Theinsightsgainedfromtheevaluationprocessinformedthedevelopmentofanaction plan,whichwouldguidetheschool’snextiterativecycle,commencinginJanuary2024.Thisplanincorporated strategiesandinitiativesthataddressedtheidentifiedareasforgrowth,ensuringapurposefulandimpactful approachtoimprovement.
Throughoutthisjourney,theschoolcommunityrecognisedthesignificanceofcollaboration,inquiry,andcontinuouslearning.Theprocessservedasacatalystforfosteringacultureofsharedresponsibilityandprofessionalgrowth.Byengagingincollaborativeinquiryandembracingthechallengesofcomplexity,theschool harnessedthecollectivewisdomandexpertiseofitseducators,leadingtotransformativechange.
Astheschoolembarksonitsnewcycleofimprovement,itdoessowithasenseofpurposeandacommitment toenhancinglearning,nurturingapositiveculture,andcreatingasustainableenvironment.Thequestionswe areaskingnoware:
Toquestionourbiasmakesusdecenthumans?
Whoarewelisteningto?
Whatiseducationfor?
Co-designing?
CultureofAgency?
Findingaplace?
Bigideasofbeingacitizenoftheworld?
HybridFutures?
ComfortablePlanning?
ThekeygoalofthisprocessistoanswerthisquestionWhathavewelearnedfromtheIBEvaluationprocessaboutthestudentandteachergraduateprofileandwhat doweneedtodotobringitmorefullytolife?
LinesofInquiry
• WhatdoesprofessionalcapitallooklikeatSJS?(Human,decisional,social)
• WhatisthestoryofinclusionatSJS;whatareourfoundationalelementsthatsupportbelongingand addressthecomplexityofrelevantmeaningfullearning?
• Whatisourteaching&learningtoolkitatSJSandwhatdoweexpecteveryonetohaveintheirtoolkits?
Saturday,6thJuly-09:20:(Innovation)-Theatre
Prof.TobyGreany (UniversityofNottingham),Prof.PatThomson(UniversityofNottingham)
Thetaskofleadingschoolsiswidelyseentohavebecomemorechallenginginrecentyears.Longstanding societalinequalitieshavebeencompoundedbythecost-of-livingcrisis,COVID-19andcutstopublicservices, placingpressureonfamiliesandchildren.Schoolsfacetightbudgets,reducedsupportandstaffingshortfalls. Insurveys,headteachersreportworkingunreasonablehours,30-40%plantoleave,andfewerseniorleaders aspiretothetopjob.
ThispaperarisesfromanongoingstudyofsustainableschoolleadershipacrosstheUKwhichisinvestigating: i)howtheUKnationsrecruit,trainandretainschoolleaders,ii)howwelltheseapproachestakeaccountof individual,localandsystemicneedsandsustainability.Thispapersetsouttheproject’spreliminaryconceptual framework,whichhasbeeninformedbyliteraturesonidentifyandplaceandinterviewswithnationaland internationalexperts.
Thispaperaddressestheconferencethemewithintheleadership,sustainabilityandglobalizationstrand.It exploreswhatismeantby‘sustainableleadership’inachangingworld.Weexploreourtheoreticalframework inthelightofextantliterature.Ourframeworkhasthreeparts:
1. Leadership(un)sustainability.Wetakeleadershipandleadershipdevelopmenttoreflectunderstandings ofwhateducationis‘for’,andleadershipas:a)culturallysituatedandcontextspecific,b)distributed, andc)aprocessofinfluencegearedtowardstheachievementofsharedgoals.Weunderstandleadershipdevelopmentasaprocessofindividualcareer-longgrowthinvolvingthedevelopmentofknowledge,understandingandabilitiesaswellasshiftsinaspirations,beliefs,valuesand/oridentity.Wesee ‘sustainability’asrequiringanunderstandingnotonlyofsupply,butalsodiversity,equity,qualityand fitnessforthefuture.
2. Identity.Weunderstandprofessionalidentitiesasdynamicandchangingovertime-shapedbyindividual,school,local,nationalandglobaldimensions-althoughwemightcontinuallystriveforaunifying senseofself.Identitiesareindividualandcollective,sociallyconstructed,andinfluencedbymultiplefactors(biography,history,culture,emotions,andprofessionalnorms).Identitiesarenegotiatedatmicro andmacro-levels(e.g.schoolandpolicy),andboundupwithvalues,powerandlegitimacy.
3. Place.Wetakeplace-relatedissues–e.g.schoolcatchment,history,staffingandcommunityresources –tomeanthateveryschoolisunique,andrequiringspecificleaders/leadership.Whilethelocalcanbe understoodasaboundariedplace,placeisalsoasiteofpower,whichexistsintime/space,throughwhich information,people,things,anddiscoursesflow.Placeoperatesatdifferentscales-national,regional, local–whichintersectandinteract.
Thepaperwillexplorehowthesethreedimensionsoverlapandareintertwined.Usingtheextantliteratures onschoolleadership,aswellasothereducationalliteraturesandbeyond,wewilldiscusshowwehaveoperationalisedthisthree-partframeworktoconstructcasestudies.Wewillcanvasshowtestingoutthisframework cancontributetobetterunderstandingsofemplacedprofessionalidentities,careerchoices,professionalsocialityandrelationsandleadersustainabilitypolicyandpractices.
SustainableSchoolLeadership:Whatdoweknowaboutthe recruitment,trainingandretentionofschoolleadersinthe UKnow?
Saturday,6thJuly-09:40:(Innovation)-Theatre
Dr.MikeCollins (UniversityofNottingham),Dr.ThomasPerry (UniversityofWarwick)
Thesustainabilityoftheschoolleadershipworkforceisanincreasingconcernforresearchers,policymakers andschoolleadersthemselves.Previousresearchbythepresentauthors,theircolleaguesandmorewidely, includingthroughtheCOVID-19pandemic,hasrevealedtheaccumulatingpressuresexperiencedbyleaders. Intensifyingworkload,increasingdemandsonschools,constraintsonbudgetsanddifficultiesrecruitingstaff arecreatingconditionsinwhichasmanyas40%ofheadteachersrespondingtosurveysexpressanintention toleave.
Thispaperdrawsonearlyfindingsfromawiderongoing,comparativestudyofsustainableschoolleadership acrosstheUKthatfocussesonEngland,Scotland,NorthernIrelandandtoalesserextent,Wales.Thecomparativestudyseekstounderstand:i)howtheUKnationsrecruit,trainandretainschoolleaders,ii)howwellthese approachestakeaccountofindividual,localandsystemicneedsandsustainability.
ThispaperfocusesonacomparisonoftheschoolleadershipworkforceinEngland,ScotlandandNorthern Ireland.Wecriticallyevaluatewhatweknowaboutexistingprogrammes,policiesandpracticesrelatingto recruitment,developmentandretentionofheadteachersandprincipalsineachcountry.
Thepaperdiscussesthenatureoftheevidenceanddataavailabletoresearchersandpolicymakersandsetsout relevantpreliminaryfindingsfromtwostrandsofworkintheresearchstudy.Thefirststrandisarapidreview ofevidencerelatingtorecruitment,trainingandretentionofschoolleadersinEngland,ScotlandandNorthern Ireland,thesecondisaquantitativeanalysisofadministrativedatarelatingtotheleadershipworkforceinthe UKnations.
TherapidreviewofevidencetakesaccountofandbuildsonthecomparativereviewsponsoredbyBELMASin 2018-2019ofEducationalLeadership,ManagementandAdministrationintheUK.Thecurrentreviewincludes literatureonformalprogrammesandpoliciesrelatingtorecruitment,trainingandretentionofleadersand exploresrelatedthemessuchaswell-beingandaccountability.Relevantthemesincludethechangingheadship role,theinfluenceofnationalandlocalcontextonleadershipexperienceandpriorities,andthesometimes starkdifferencesinhoweachnationunderstandsandorganisesleaderrecruitment,trainingandsupport. Wealsoaddressthescopeandnatureofextantquantitativedata,assessingtheavailableworkforcestatistics andadministrativeworkforcedataintheUK.Wemaptheavailabilityofcurrentandlongitudinalevidenceon thenatureoftheleadershipworkforce.Weassessandillustratewhatcanbelearntfromtheavailableevidence aboutdemographicsandregionalvariationsintheworkforce;factorsassociatedwithleaderturnover;and mobilityandprogressioninandacrossschools,localitiesandsectors.Weoutlinehowthedifferentdatasets providedifferentaffordancesforpolicymakers,leadersunionsandresearchers.
Inassessingtheevidencebaseweprovideasignificantandoriginalcontributiontotheconferencethemewithin theLeadershipSustainabilityandGlobalisationstrand.Welaythegroundworkforarichcomparativeanalysis. Ourresultsadvanceourunderstandingraisingfurtherquestionsaboutwhatisrequiredtoeffectivelyunderstand,developandsustainschoolleadershipintheUK.
Saturday,6thJuly-10:00:(Innovation)-Theatre
Dr.DeeWalters (NorwalkPublicSchools|SacredHeartUniversity)ThisImprovementScienceResearchInquiryexploredtargetedinterventionsandresourcestoequipeducators’ culturalawarenessandcompetencetocreateidentity-affirminglearningenvironmentsforBlackgirlsasalever forreducingracialdisciplinedisparities.Identityvalidationandinclusivelearningenvironmentsarenecessary topromoteacademicsuccesswhilepositivelyimpactingtheneedsofBlackgirls.Limitedresearchfocuseson theuniqueexperiencesandneedsofBlackgirls.TheintersectionalityofexistingasBlackandfemaleisan educationalproblemthatisrarelyunderstoodandoftenmaskedyetdeservessignificantattentiontoimprove outcomesforthisgroupofstudents.
SocietalracializedandgenderbiasessubjectBlackgirlstodisparatedisciplineexperiencesincomparisonto Whitegirls.SuspensionsandexpulsionscreatebarrierstosuccessforBlackgirls,asBlackgirlsaremostvulnerabletoexclusionarydisciplinepracticesandatriskofbeing”pushedout”ofschoolandintotheschool-to-prison pipeline.StereotypicalimagesofBlackgirls(asbeingangry,aggressive,loud,andhypersexualized)donotalign withthetraditionalWhitefemalestandardsoffemininity,resultingintheexcessivepunishmentofBlackgirlsif theirpersonalitiesandbehaviorsdivergefromnormatchthestandardsofWhitefemalegendernormsandbehavioralexpectationsWithoutmitigation,culturallyhostileandepistemicallyviolentenvironmentscreateand sustainstructuralsystemsthroughtools,includingdifferentialtreatment,thatisolateandsegregatethrough otheringandsabotageBlackstudents’learningprogressanddiminishtheireducationalopportunities. Thefollowingquestionsguidedthisresearch:
1. Isitfeasibletosupporttransformativelearning(shiftinculturalperspectives)ofeducatorsthrough guidedself-reflection(professionallearning)designedtoincreaseeducators’intersectional(racialbias &genderbias)competenciesasdemonstratedthroughgrowthontheinterculturaldevelopmentcontinuum?
2. HowdoeducatorsdemonstrateashiftinculturalperspectivesthroughstrategiestosupportBlackgirls inthelearningenvironment?
ThisqualitativeresearchstudyemployedasnowballsamplingtechniquetoattracteducatorswhoprofessionallysupportedBlackfemalestudents’academicendeavors.Participantsengagedineightweeksofprofessionallearningthroughreadings,onlinediscussions,motivationalmessages,andweeklyreflectivejournaling designedtoincreaseeducators’intersectional(racialandgenderbias)competencies.Afinalinterviewwas conductedattheendofWeek8.Projectfindingsandanalysisincludedexaminingparticipantjournalentries, reflections,andinterviewtranscriptsandcategorizingparticipants’transformativeconsciousnessperMorgan &Cieminski’sFiveCategoriesofDevelopmentandTransformation.Findingsrevealedthatparticipantsexperiencedvaryinglevelsofnon-transformativeandtransformativedevelopmentandgrowthofintersectional competence.
Thisresearchissignificantasitaddstotheexistingliteratureontheemergenceofthedisengagementcategories ofdevelopmentandtransformation.Understandingwhenandwhyparticipantsdisengagefromantiracismdevelopmentactivitiesisvitalindesigningeffectiveprofessionaldevelopment.Additionally,thisresearchdelineatestheactivitiesthatencouragedparticipantstoengageinself-reflectionthatsupportedtheirtransformative growthtowardsupportingBlackgirlsineducation.Asaresultofthissocialjusticeleadershipresearch,Ihelp tobolsterthenotionthatcriticalleadershipincludestheaffirmationofBlackgirlsineducation.
Saturday,6thJuly-09:00:(Cameronia)-Theatre
Dr.JonaGuevarra (BulacanStateUniversity),Dr.NoemiZulieta (PhilippineNormalUniversity)Theproposedprofessionaldevelopmentprogramfocusesprimarilyonworkplacecodependency.Itsfocusisto enhancetheskillsofteachersandeducationleaderstoachievehighproficiencyandbeyondintheirprofession. Itisexpectedthatteachersupholddignityinteachingandeducationleadersshallcultivateapositiveschool culture.WithintheDepartmentofEducationPhilippines,thisstudyemployedadescriptivemethodologytoassessperceptionsandlevelsofcodependencyamongteachersandeducationleaders,particularlyinelementary schools.Overall,thestudyobservedamoderatelevelofcodependency,indicatedbybehaviorssuchasassistingindividualsoutsidetheschoolcommunity,providingadditionalsupport,prioritizingtheneedsofothers, andavoidingconflicts.Codependencywasfoundtobeassociatedwithtrustissues,seekingpeersupport,low self-confidence,andapproval-seekingbehaviors.Experiencesofcodependencyencompassedinstancesoftrust duringcrisesandemotionalchallengeswithintheworkplace.Asapioneeringstudy,thesefindingsprovide valuableperspectivesforenrichingknowledgeandestablishingafoundationforthedevelopmentofprofessionaldevelopmentprogramsandadeeperunderstandingofcodependencyintheworkplace.Theoutcomes empowerteacherstoenhancetheirproficiencyandupholdtheesteemednatureoftheteachingprofession.Additionally,theprogramempowerseducationleaderstoeffectivelymanageworkplacerelationshipsandcultivateapositiveschoolculture.
Saturday,6thJuly-09:20:(Cameronia)-Theatre
Dr.LizanaOberholzer (UniversityofWolverhampton)
SincetheeducationWhitePaper(2010)theimportanceofleadershipdevelopmentwashighlightedbytheSecretaryofStateforEducationatthetime.TheNationalProfessionalQualification(NPQ)reformsasoutlinedbythe DepartmentforEducationstressedtheimportanceofleadershipdevelopmentinitsrecentrolloutin2021.Leadershipdevelopmentineducationisparamounttotheeffectiverunningofschools;however,whenlookingatthe globallandscape,schoolleadershipdevelopmentisoftenapartofteacher,andfutureleadershipdevelopment thatisonthebackfoot.Aspartofourglobalcommitmentandacademiccitizenshiptodevelopleadersinschool contexts,itwasfeltthatitisimportanttoevaluateandexplorehowlessonslearntoverthepastfiveyears,on anMA–LeadershipinEducationprogrammeintheUKcanbeusedtosupportfutureleadershipdevelopment onaninternationallevel,throughtheuseofcoachingandmentoring.Mentoringandcoachingforthisproject, whereseenaslearningrelationships,whichwereusedtofacilitateHeadteacherdevelopmentthroughregular dialoguestounpackstrategicthinking,andschoolimprovementdevelopment(ConnorandPokora,2018).The studywasconductedover3ActionResearchcycles,wheretheimpactoftheselearningrelationshipsweremeasured,andexploredthroughtheimprovementcyclesoftheleader’seducationalcontext.Datawascollectedat eachcycle,andthematicallyanalysedusingBruanandClarke’s(2020)6phasemodel.Thedatawascarefully analysed,andhighlightkeythemeswhichwillbediscussedindetail,onhowcoachingandmentoringnotonly providesrichlearningopportunitiesforschoolleaders,butbecomesafespacesforleaderstodeveloptheir thinking,andanopportunitytomapkeystrategiescarefullywiththesupportofaleadershipcoach.Theaimof thestudy,wastodevelopstrongleadership,thatcantakeastrategicdirection,toleadschoolswell,toprovide learnerswithlifechanges.However,themodelofprofessionallearningdevelopmentforHeadteachersalso hadaddedbenefitssuchaspastoralcare,andwellbeingsupportforschoolleadersduringturbulenttimes.
References:
Connor,M.andPokora,J.(2017),CoachingandMentoringatWork:DevelopingEffectivePractice.(3rdedition). London:OpenUniversityPress.
Hargreaves,AandO’Connor,M.,(2018),CollaborativeProfessionalism:whenteachingtogethermeanslearning forall.ThousandOaks,CA:CorwinPress Whitmore,J.(2017)CoachingforPerformance.London:Brealey.
Saturday,6thJuly-09:40:(Cameronia)-Theatre
Dr.NiamhLafferty (UniversityofLimerick),Mx.AnnaMaiRooney(CentreforSchoolLeadershipIreland),Prof.Patricia Mannix-McNamara(UniversityofLimerick)
Teachers’engagementwithhighqualityprofessionaldevelopmentopportunitieshasrepeatedlyandconsistentlybeenlinkedtoanarrayofpositiveoutcomesforstudents,teachers,andthewiderschoolcommunity (Guskey,2002;Atencioetal.,2012;Darling-Hammondetal.,2009).Despitethis,thedeliveryandavailabilityof high-qualityprofessionaldevelopmentopportunitieshas,unfortunately,beendebatedinrecentyears(Armour etal.,2017;SerrãoCunhaetal.,2020;Sims&Fletcher-Wood,2020)andhasbeenidentifiedasanarearequiringimmediateaction(SerrãoCunhaetal.,2020).Oneaspectwhichhasbeenshowntoinfluencetheuptakeof professionaldevelopmentopportunitiesofemployees,yetwhichisscarcelyregardedinliteraturepertaining toeducation,isleaderinfluence.Duetothis,toensurethatcontinuousprofessionaldevelopmentopportunities aredeliveredandengagedwith,itisimperativetounderstandtheperceptionsofschoolleadersthemselves.For thatpurpose,semi-structuredinterviewswerecarriedoutwith17schoolleaderstoidentifytheirexperiences andperceptionsofthefacilitationofprofessionaldevelopmentopportunitiesfortheirstaff.Basedonthefindingsofthisresearch,a4-stepprocessforCPDimplementationisidentifiedandpresentedinthefollowingpaper. Additionally,duetotheimportanceplacedbyparticipantsontheinclusionandconsiderationforstakeholder collaborationateachstageoftheprocessarequirementforhuman-centredleadershipisdiscussed.
ImaginingEducationalLeadershipforaNewWorld: Principals’PrivilegedPositionofInfluenceinthePreparation andDevelopmentofFutureLeaders
Saturday,6thJuly-10:00:(Cameronia)-Theatre
Dr.BerniMoreno (TheUniversityofMelbourne),Dr.HelenGoode (TheUniversityofMelbourne)
Thatweliveinatimeofuncertaintyandtransformationalchangeisnotanewconcept.Johansen(2012)referred toitastheVUCAhorizonofvolatility,uncertainty,complexityandambiguity.Evenearlier,LeithwoodandRiehl (2005)arguedthat,particularlyforeducation,theexternalandinternalenvironmentswerefarmorechallengingthaninpreviousdecades.Theylistedthenumerouschangesandchallengeswithinschoolsaswellasthe challengesinthebroadereducationalcontext.Uncertainty,therefore,isnotnewtothehumanexperience,yet havewekeptpacewiththenecessarychanges?Itisevidentthatthepacewithwhichweneedtorespondto thisuncertaintyisincreasing.TheCOVID-19pandemicillustratedtheinadequacyoftraditionalmodelsofeducationalleadershippreparationthatfocussedoftenononeleader,theprincipal.Whatwehavelearnedisthat leadershipmustbeacollectiveendeavour,bothasaconceptandasapractice.Hence,theidentificationand preparationoffutureleadersshouldreflectthisnewworld.
Drawingonschoolleadershipresearchoverthelast10years,theauthorspositthatthiscollectiveendeavour canbestbeachievedifleadersseeidentifyinganddevelopingtalentasanessentialpartoftheirrole.Findings fromourresearchsuggestthatsuccessfulleadersperceivethisaspartoftheirmoralpurpose,asservingthe professionbeyondtheirowncontextandtenure.Basedonourfindingsandtheknowledgebaseonschoolleadershippreparation,westronglybelieveinwhatwecoin principals’privilegedpositionofinfluence asacentral driverinthedevelopmentoffutureleaderswithinandbeyondtheirschools.Weemploytheadjective privileged characterisedasabenefitandaprofessionalresponsibility.
Finally,throughtheirdeliberatevisibility,modellingandautonomy,theyinfluencedfutureleaderstomake senseofanddeveloptheirownleadershipstory.Successfulleadersattracttalentandthroughtheirreputation, teachersaredrawntothem,withtheconfidencethattheywillhaveopportunitiestogrowandbecomefuture leaders.Successfulleadersbuildrelationships,develophighlevelsoftrust,modelexemplarypracticesand arepurposefullyvisible.Theyrecogniseandharvesttalent.Theyprovideautonomy,andatthesametime, support.Successfulleadersembraceuncertaintyasanomnipresentcontextinwhichtodevelopfutureleaders. Theyachievethisthroughshareddecisionmakingandbyhavingamulti-perspectiveapproachtoproblem solving.Theychallengefutureleaderstoacceptuncertaintyandwickedproblemsasopportunitiesratherthan obstacles.Thispresentationdrawsonadecadeoftheauthors’qualitativeresearchonsuccessfulschoolleaders, theircommitmenttodevelopingfutureleaders,movingbeyondthemanagementoftheirorganisationand modellingadaptationtoanewworld.
Saturday,6thJuly-11:00:(Auditorium)-Theatre
Dr.TonKallenberg (RectorJac.P.ThijsseCollege)
IntheNetherlands’today’seducationallandscape,thereisaparadigmshifttowardsamoreknowledge-driven andresearch-orientedapproachinsecondaryeducation.Withthecontinualevolutionofsocietalandtechnologicalchanges,ithasbecomemoreimportantforschoolsnotonlytoimpartinformationbutalsotofostera cultureinwhichteachers(asreflectiveprofessionals)activelyengageinknowledgedevelopmentandresearch. Knowledge-drivenandresearch-orientedworknotonlyenablesteacherstoenhancetheirteachingpractices butalsoencouragesthemtothinkcritically,becurious,andengageinindependentlearning.Inthisinnovative constellation,theschoolleaderplaysacrucialrole.Themannerinwhichschoolleaderspositionsthemselves inthisprocessandtheactionstaken,haveasignificantimpactontheculturethatiscreated.
Thispresentationnarratestheprocessofestablishingacultureofknowledge-drivenandresearch-oriented workwithinthreeschoolboardsforsecondaryeducationinNorthHolland.Inparticular,thefocusiszoomed inontherolofleadershipatdifferentlevelsintheorganizations,namelyattheboardlevel,thelevelofthe schoolleaders,andthelevelofteamleaderswithintheschools.Thisinvolvesexaminingthevaryingspeedsof culturalchange(withinandamongschools)andthetoolsemployed.Particularlyhighlightedisthe“Auctor”(a professor)astheengineofinnovationandthewayinwhichtheinteractionbetweenthe Auctor andtheschool leaderscontributestotheculturalchange.Throughoutthestoryline,examplesareprovidedofthe(co-)creation ofvarioustypesofknowledgebyconnectingimplicitandexplicitknowledge,aswellaspracticalknowledgeand theoreticalknowledge(resultinginknowledgebasedon(own)practice,onpracticalresearch,ontheoretical knowledge,andonscientificresearch).
Thispresentationwillconcludeonidentifyingeffectiveleadershippracticesthatpromoteandenhancesucha culture.
Thepresentationisbasedonanextensiveliteraturereview;casestudiesof16schoolsinNorthHolland(more orless)successfulinpromotingacultureofknowledgedrivenandresearch-orientedapproach;andinterviews withschoolleaderswhohavebeeninstrumentalinimplementingthispracticesduringlastyears.
Conclusion:Thispresentationaimstocontributetothediscussiononwhoorwhatiseducationalleadership for?BysharinginsightsintoeffectiveleadershippracticesanddiscussingconcreteexamplesofDutchschools thathaveembracedthisapproach,wehopetofacilitateaconstructivedialogueduringthepresentationon howleadershipcanbeleveragedtofosteracultureofknowledge-drivenandresearch-orientedwork.Inthis researchwehavefoundthatleadershipplaysacrucialroleinshapingacultureofresearch-orientedwork. Effectiveleadersfostercuriosity,encourageteacherstoaskquestions,andembraceresearchasanintegral partoftheirteachingprocess.Theyactascatalystsforchangebycultivatinganenvironmentwhereresearch andknowledgedevelopmentareencouragedandrewarded(atthesametime:theycanalsobethesandinthe engine!).
DevelopingTeacherLeadershipwiththeProfessional LearningCommunityofReadingforyoungteachers:Acase
Saturday,6thJuly-11:20:(Auditorium)-Theatre
Mrs.LifengWu (SanDunSchool,Pudong,Shanghai),Dr.YoonjeongLee (UniversityofLeicester)
ThestudyexploredtheteacherleadershipdevelopmentprocessthroughtheProfessionalLearningCommunity (PLC)ofthereadingcommunityforyoungteachersatamiddleschoolinShanghai,China.
ShanghaihasbeenrankedatthetopoftheProgrammeforInternationalStudentAssessment(PISA),whichassesses15-year-oldstudents’achievement.EducationalprogrammesinShanghaiareinfluentialinotherregions andcitiesofChina,evenothercountries.Undoubtedly,theShanghaistudents’achievementsinthementioned PISAhaveattractedtheattentionoftheworldandhavearousedaninterestineducationinothercountries. Sincethen,moreeducationalexchangesandcooperationhaveoccurredbetweenShanghaiandotherareas. Thus,investigatingthecaseofShanghaiMiddleSchoolissignificant.
Inthepresentcasestudy,theProfessionalLearningCommunity(PLC)iscalled Qinglanfang90s,whichhas beeninoperationforapproximatelytwoandahalfyearsasoftheendof2022. Qinglanfang isatermadopted fromtheChinesesaying,whichcanbetranslatedas:“Indigoblueisextractedfromtheindigoplant,butthe indigocolourismorevividthantheplantitcamefrom”.Thisreflectsthehopethatyoungerteacherswill developbetterthanseniorteachersintermsofteachingandpersonalandprofessionaldevelopment.
AstudyofteacherleadershipisnecessaryforpracticalreasonsinShanghaisecondaryschooleducationin2023 andthecomingyears.Sincemanyexperiencedteachershavereachedretirementage(inChina,age55for womenand60formen),manyyoungteachershavebeenrecruitedtofillthevacancies.Newrecruitstypicallywonderhowtheydotheirbesttodevelopthemselvesthroughlearningandpractice.Headteachersof comprehensiveschoolsanddistrictadministratorshaveseentheimportanceofteachers’rolesinschooldevelopmentsincemuchemphasishasbeenplacedonteachers’CPD.However,newteachers’CPDprogrammesare notproperlydevelopedyet.
Acasestudyemployedaqualitativeapproachbecausethestudyneedstoinvestigateindividualparticipants’ developmentprocessandthereasonforthechanges.YoungteacherswhojoinedthePLCofthereading communityparticipatedinsemi-structuredinterviews,eighteenreflectiveessaysofthePLCmembers,thenew lettersofPLCgrouphavebeenanalysedfocusingonteacherleadershipdevelopment.
ThestudyhasshownhowandwhyPLCcaneffectivelycontributetoteacherleadershipdevelopmentinShanghai,China.ThePLCwasusefulforyoungteachers’internalsatisfactionandconfidenceandexternaldevelopmentofknowledge,trustbuilding,communicationskills,andcorporationskillsonapersonallevel.ThePLC wasalsousefulfornetworkingunderstandingthehistory,culture,andvisionandstrategiesoftheschoolson anorganisationallevel.Additionally,theteachingcareersofyoungteachersinfocalschoolswerediscussed. ThecasestudycanbeimplementedinotherschoolsasaformofPLCsandextendingtheexemplarcasetoother schoolsinthedistrictofShanghai,China.
Saturday,6thJuly-11:40:(Auditorium)-Theatre
Dr.JillBradley-Levine (BallStateUniversity),Prof.PhilipWoods(UniversityofHertfordshire)
Theauthorsdesignedprofessionaldevelopment(PD)tosupportteacherleaders(TLs)integratingcivicslearning andleadershipintotheirschools’curriculum.DuringPD,TLsexploredleadershipconceptualizationsthrough collaborativecatalystactivitiesdesignedtodeveloppracticesofdemocraticandcriticalleadership(Woods& Roberts,2019;Bradley-Levine,2022).TLsalsocollaboratedtodevelopplansfordisseminatingcivicslearning. FollowingthePD,weusedacasestudydesigntoexplorehowparticipatingteachersdescribedtheirexperiences, PDcomponents,andthecontextfortheimplementationofteachers’civicslearningplans(Creswell&Poth, 2018;Stake,1995;Yin,2003).Weusedmultipledatasourcestoanswertheresearchquestion:Howdoteachers conceptualizeandintegratetheirunderstandingsofcollaborative,democratic,andcriticalleadershipasthey collectivelydevelopplansaddressinganeedtodesignandimplementcivicslearning?MethodsincludedpostPDsurveys,semi-structuredinterviews,PDartifacts,andparticipantobservation.Inourpaper,wewillshare findingsoftheresearchtosupportthepropositionthatthisPDdesignofferedamodelforchallengingteachers tothinkdifferentlyaboutTLandcurriculumdevelopment.
WeframedthePDthroughthreetheoreticallenses.First,collaborativeleadership(Woods&Roberts,2018) viewsleadershipasintentionalandemergent.Intentionalleadershiprestsonethicalstandardsthatarepresumedtobe“morallyworthwhile”whentheyareconnectedtothe“corevaluesofdemocracyandsocialjustice”(Woods&Roberts,2018,p.48).Additionally,leadershipemerges“fromnumerous,ongoingactionsand interactions”(Woods&Roberts,2018,p.50),reflectingacollectiveengagementin“theperpetualinterplayof people,ideas,socialstructures,artifacts,environmentalconditionsandrelationships(Woods&Roberts,2018, p.57).Second,a“philosophyofco-development”reinforcesintentionalandemergentleadership,applying holisticdemocracy(Woods&Woods,2012)andsocialjusticetoleadershippractices(Woods&Roberts,2018). Holisticdemocracydevelopsthewholepersontobe“abletoforgeameaningfullife,andtoparticipateinthe co-creationoftheirsocialandorganizationalenvironment,inaclimatethatpromotesmutualrespect,critical dialogue,independentthinkingandbelonging”(Woods&Roberts,2018,p.62;Woods&Woods,2012).
Third,criticalteacherleadershipmergesteachingandleadershippracticesrelatedtocriticalpedagogy(Freire, 1970/2006),collaborativeleadership(Woods&Roberts,2018),andethicalleadership(Starratt,2004)tocreate acomplexvisionofleadershipthatis“criticalinthewayitisconductedandinitseffects”(Bradley-Levine, 2022,p.165).Inpractice,criticalteacherleaders(CTLs)applyteachingpracticesalignedwithcriticalpedagogy (Bradley-Levine,2022;Freire,1970/2006)suchasteachingofficialcurriculumwhilehonoringstudents’lived experiencesandshowinggenuinecareforstudents(Darderetal.,2017;Frost&Durrant,2003).Further,CTLs “workincommunitywithcolleagues,students,andstudents’familiesthroughsharedleadership,partnership, andsupport”(Bradley-Levine,2022,p.165).CTLsalsopursueparticipative,cultural,distributive,anddevelopmentaljusticewiththegoalofmaintainingeachstudent’srighttoparticipatethroughactiveengagementin program,classroom,andschoolleadershipthatoffersstudentsavoiceindecisionsthataffectlearning(Cribb &Gewirtz,2003;Woods&Roberts,2018).
Teachers’PerceptionsofEducationalResearch;AStudyof teachers’meaningmakingandviewsofeducationalresearch inthecontextofthe‘whatworks’agenda
Saturday,6thJuly-12:00:(Auditorium)-Theatre
Mrs.ClaireHarley (UniversityofNottingham)
Thereisarecruitmentandretentioncrisisinteachingasaconsequenceofunderfunding,workloadissues,and lackoftrustorrespectintheprofession.Withinthecontextofmarketisationandneoliberalism,theschool systeminEnglandhaschangedandsotoohastheexperiencesofteacherswithinit.Thecreationoflarge multi-academytrustsandtheshadowcastbythepandemichaveledtoaremovalofdecision-makingregarding curriculumandteacherprofessionaldevelopmentawayfromschoolstowardscentralisedmodelsthatareappliedacrossmultipleschools.Thishasledtoateacherprofessionalismvacuum.Ifprofessionaldecisionmaking ismovingawayfromteachers,isteachingaprofession?
Myresearchwilladdressthegapinthecurrentliteraturesurroundingteacheridentity,self-efficacyandprofessionalismbyconstructinganunderstandingofwhattheseconceptslooklikewithintheEnglishcontextin2023 withpracticingteachersasco-researchers.Whilstthereisresearchabouttheusefulnessofteachers’engaging withcurrenteducationalresearch,thereisagapintheliteratureaswedonotyetunderstandtheperceptions thatteachershaveregardingeducationalresearch.Myresearchwillexplorehowteachersexperienceitsuse inschoolsortheextenttowhichtheyseeitaspartoftheiridentityasteachers.Inadditiontothis,Iamalso anAssistantPrincipalinanEnglishsecondaryschoolsomyinsider-researchoffersauniqueperspectiveon animportantissue.Myfindingswillofferpolicymakersandschoolleaderssolutionsforhowtoeffectivelyuse educationalresearchinschoolsandhowtodevelopteachers’senseofself-efficacyinrelationtothis.Ultimately thisresearchwillprovideinsightsintoteachers’perceptionswhichinturncouldleadtosolutionsforsolving thecurrentcrisisinteacherrecruitmentandretention.
Saturday,6thJuly-11:00:(Agamemnon)-Theatre
Dr.RachelWhite (UniversityofTennessee),Dr.AlexandraAylward(UniversityofNevadaReno),Dr.DavidDeMatthews (UniversityofTexasatAustin),Dr.DavidKnight(UniversityofWashington),Dr.CameronAnglum(SaintLouisUniversity),Dr. TuanNguyen(KansasStateUniversity)
Justification&ResearchQuestions: Overthelastfouryears,increasingratesofturnoveramongthechief executives(e.g.,superintendents,directors)ofschoolsystemshasreceivedincreasedmediaattentionglobally (e.g.,Jacobson,2023;Sawchuk,2022;Walker,2022;Weale,2022).Thoughresearchhasexaminedtheconsequencesofschoolprincipalturnoverforteachersandstudents(Bartanenetal.,2019;Carpenteretal.,2021; DeMatthewsetal.,2021),littleisknownabouttheconsequencesofturnoveramongthechiefexecutivesof schoolsystems.Assuch,Schwartzetal.(2023)calledfor“researchthatexaminesthewaysthatdistrictschange afterasuperintendentleaves”(p.7).Assuch,thisstudyaimstocontributetoagapinresearchandliterature byexamining:(1)How,ifatall,issuperintendentturnoverrelatedtoprincipalretention?and(2)Howdoes superintendentturnoverinfluencetheworkandwell-beingofprincipals?
Data&Analysis:Weemployamixedmethodsconvergentparallelresearchdesign(Creswell&PlanoClark, 2017).ToanswerRQ1,wedrawonlongitudinaleducatordatasetsfromfourU.S.states,withapproximately 1,650superintendentand12,000principalobservationperyearacrosstenyears(2011to2020).Weemploy basicdescriptiveandregressionanalyses(Loebetal.,2017)toexamineprincipalretentionacrossdistrictsthat did/didnotretaintheirsuperintendent,includinganexplorationofprincipalretentionintheyearsleadingup to,yearof,andyearsaftersuperintendentturnover.ToanswerRQ2,wedrawondatacollectedfromprincipals viaanationalsurvey.WeconductdescriptiveandcorrelationalanalysesofratingandLikert-scalequestionsand qualitativeanalysesofopen-endedtextquestions.Qualitativeanalysesincludethedevelopmentofinductive codes,andgroupingcodesintocategoriesaspatternsemerge(Saldaña,2015).
Findings: Districtsthatexperiencesuperintendentturnoverhaveloweraverageprincipalretentionrates (μ=0.67)thandistrictsthatretaintheirsuperintendent(μ=0.80).Wefindthisdifferencetobestatisticallysignificant:principalretentionratesareapproximately12percentagepointslowerwhenasuperintendentturns over.Whileprincipalretentionratesare,onaverage,lowestinthesameyearassuperintendentturnover,principalretentionratesoneandtwoyearspostsuperintendentturnoverarealsolowerthanthosepre-turnover. Fromournationalsurvey,wefindthatprincipalsfeelsuperintendentturnoverhasaconsiderableimpacton districtcultureandclimate(μ=8.1on10-pointscale),communityengagementandtrust(μ=7.5),andfinances (μ=7.6).Moreover,47%ofprincipalsindicatedthatsuperintendentturnoverresultedinmoderateorgreatdeal ofstress,anxiety,ordepression;and47%reportedincreasedworkload.Notallsuperintendentturnoverhad negativeconnotations;itelicitedfeelingsofhappinessorexcitementin47%ofprincipals.
Thisstudyisparticularlywell-alignedwiththeBELMAS2024conferencethemeof“Whoorwhatiseducational leadershipfor?”,asitisacriticalfirststeptowardunderstandingtheimplicationsofleadershipstabilityfor principalstabilityandwell-being.Thisworkaimstoinformadata-drivenapproachtoimprovingpracticesand policiesthatsupportstable,high-qualityeducationalleadership—acriticalcomponentineffortstoimprove studentseducationaloutcomes(Levinetal.,2020).
Understandingthemediatingroleofteachers’work engagementintherelationshipbetweenauthenticleadership andteachers’commitment
Saturday,6thJuly-11:20:(Agamemnon)-Theatre
Dr.NorAzniAbdulAziz (UniversitiPutraMalaysia),Dr.ArnidaAbdullah(UniversitiPutraMalaysia),Dr.NorAnizaAhmad (UniversitiPutraMalaysia)
Studiespertainingtoauthenticleadershipinschoolsarestilllimited,thusaneedtoascertaintheissueswithin thecontextofMalaysiansecondaryschools,especiallyinthetransformationalschool(TS25)program.Teachers’ commitmentandworkengagementhavecrucialimpactsonschoolperformance,therebydemandingfurther examinationoftheirrelationshipswiththepracticeofauthenticleadership.Consequently,thisstudyaimsto comprehendthecorrelationthatexistsbetweenauthenticleadershipaswellascommitmenttochangewhile examiningthemediatingroleofworkengagementinthisrelationship.Usingstructuralequationmodeling (SEM)andbootstrapmethodshavingvalidanswersfrom237teachersinTS25secondaryschoolsinMalaysia, thisresearchprimarilyansweredtwoquestions:Isthereasignificantrelationshipthatexistsbetweenauthentic leadershipwithcommitmenttochange?Isthereasignificantmediatingeffectofworkengagementonthe relationshipbetweenauthenticleadershipaswellascommitmenttochange?Moreover,thisresearchreported apositiverelationshipthatexistsbetweenauthenticleadershipwithcommitmenttochange.Thisresearchalso discoveredpositivemediatingroleswithregardtoworkengagementconcerningtherelationshipthatexists betweenauthenticleadershipaswellascommitmenttochangeinTS25secondaryschools.Thisstudyhopes tofurtherexpandtheknowledgeonsuccessfulandeffectiveschoolleadership,whichisauthenticleadership, especiallyforschools’improvement.Besidesthat,thetheoryunderpinsthisstudywillbebroadenedinthe contextoftheMalaysianeducationalfieldsothatpositiveoutcomeswillbeproducedbyauthenticleadersin schools.Thisresearchoffersanunderstandingwithregardtothetransferabilityofauthenticleadershiptheory acrosscultures.Otherthanthat,itpossessespracticalsignificancewithregardtoeducationalpracticeinschools.
Saturday,6thJuly-11:40:(Agamemnon)-Theatre
Dr.JuanitaSantos (UniversityofTexasatSanAntonio)
Thisinteractivesessionwillprovideanopportunityforteacherleaders,assistantprincipals,andprincipalsto engageindiscussionsrelatedtopurposefulleadershipdevelopment,specificallyinschoolsofferingduallanguage(Spanish/English)education.Onekeyelementthatwillbepresentedisthatofbuildingcohesiveleadershipteams.Itissoimportantforcampusleadershipteamstocollaboratefordecision-making.Thissessionwill offerleadersexamplesofstrategiesthatcanbeusedtocreateandsustainateamenvironment.
Anotherkeyelementthatwillbepresentedishowtofosteranengagedlearningcommunity.Duringthisportionofthepresentation,participantswillhaveopportunitiestoreflectontheirschoolmissionstatementsand campusimprovementplans.Throughtheseexercises,leaderswillconfirmsuccessesandgapsincurriculum development,implementation,andevaluation.Curricularpracticeswithinduallanguageeducationwillbea majorfocalpointhere.Positiveformsofcommunicationandoutreachwithparentswillalsobepresented.This supportsthepointthatthelearningcommunityextendsbeyondtheschoolwalls.
Thelastelementthatwillbepresentedistheimportanceofpracticingself-care.Schoolleadersneedtomake timetonurturetheirownwell-beingbeforetheycanbeofservicetoothers.Inthisportionofthepresentation, leaderswilllearnaboutwaystofocusonmindfulness.Byengaginginreflectivepractices,leaderswillhelpto maintainapositiveenvironmentthatcultivatespersonalgrowthandbelonging.Presenterswillofferexamples ofmaintainingacultureoflife-longlearningthroughhealthypractices.
TippingPoints:Whatsupportsorunderminesaspirationsto EducationalLeadershipRolesinScotlandandintheRepublic ofIreland?
Saturday,6thJuly-12:00:(Agamemnon)-Theatre
Ms.AlisonMitchell (UniversityofGlasgowSchoolofEducation),Dr.JulieHarvie (UniversityofGlasgowSchoolofEducation), Ms.AnnaMaiRooney (OideIreland),Ms.MaryNihill(OideIreland),Prof.MargeryMcMahon(UniversityofGlasgowSchoolof Education)
Thispaperexplorestheresearchprocessandearlydatafromthebinational TippingPoints project,aninvestigationintofactorsthatsupportorundermineteachers’aspirationstoleadershiproles,inScotlandandinthe RepublicofIreland.
Rationale
Asignificantconcernineducationsystemsglobally,andalongstandingissueinbothIrelandandScotland,is therecruitmentandretentionofsufficientnumbersofsuitablyqualifiedandexperiencedteachersinprincipal(headteacher)roles.Adominantperceptionisoftenofthesignificantandincreasingpublicchallengesof principalship(headship)andthenegativeimpactthesechallengeshaveonprofessionalandpersonalwellbeing,resultingindisengagementandburnout.Further,changestotheprincipalrole,drivenbycovid-related adversityandgreateraccountabilitywithdiminishingresourcesinmanysystems,havealsohadanimpacton attractivenessoftherole,andrecruitmentandretention.ThiscomparativestudyacrosstheScottishandIrish systemsconsiderssuchperceptionsofleadershipthroughinvestigationintothekeycareertransitionspoints forteachersconsideringorfollowingaleadershippathwaytowardsprincipalship,andthecareeraspirations ofteacherswhodecidenottoseekleadershiproles.
SignificancetoEducationalLeadership Theaimsofthestudyaretwofold:
• toidentifychallengesexperiencedbyteachersinrelationtoleadershipaspirationsandpathwaysineach system;and
• toidentifystrategiesacrossbothsystemstoaddresschallengesandtosupportteachers’aspirationsand confidencetoundertakeleadershiprolesatdifferentlevelsinschools.
Methodology
Researchersineachsystemconductedsix focusgroups (below)followingacommonresearchprotocolthat ensuredastructuredopportunityforparticipantstoexplorecomplexissuesthatarecentraltotheirroleand aspirations,withinasafeandsupportiveenvironment.
• PrimaryTeachers
• PrimaryMiddleLeaders
• PrimaryDeputyHeadteachers
• Post-primary(secondary)Teachers
• Post-primaryMiddleLeaders
• PostPrimaryDeputyPrincipals
Facilitatedbytheresearcher,eachfocusgroupdiscussedfourbroadareas:
1. Currentareasofsatisfactioninpresentrole
2. Aspirationstothenextleadershiprole(ifany)
3. Facilitatingandhinderingfactorsinprogressalongaleadershippathway 4. Supportanddevelopmentopportunities
Thissummaryofeachdiscussionwaspreparedandcirculatedtotherespectiveparticipantsfor sense-checking; commentandclarificationpriortofinalisationofeachdataset.Thedatawasthen thematicallyanalysed to produceaframeworktoreportthefindingsfromeachsystem.Ournextstepsaretoconduct cross-analysis of theScottishandIrishdatatopreparea comparativereport ontheproject,settingoutrecommendationsfor thedevelopmentofpolicyandstrategyinrelationtoleadershipdevelopmentframeworksineachsystem. Findings
Thispaperreportsonkeyfindingsaroundfactorsthatnurtureordiscourageteachers’,middleleaders’or deputies’aspirationstothenextlevelofleadership.Italsoreportsonfeedbackfromparticipantsaboutthe opportunitytocriticallyreflectonareasofsignificancefortheircareerandleadershipdevelopment.ItconcludeswithaprovocationforourBELMAScommunityaroundhow(orwhether)wemayprivilege,inresearch, theattraction,theprofessionalfulfilmentandthejoyoftheroleoftheschoolprincipal.
Knowledgeproductionineducationalleadershipand managementinOman:Asystematicreviewofdissertations
Saturday,6thJuly-11:00:(Arcoona1)-Theatre
Dr.WaheedHammad (SultanQaboosUniversity),Dr.YaraYasserHilal(UniversityofSydney)
Thepastfewdecadeshavewitnessedendeavorsbyeducationalleadershipandmanagement(EDLM)scholars todiversifytheglobalknowledgebaseinthefield.Thestudypresentedinthispaperwasconductedwithin thisbroadercontext.ComplementingpriorEDLMreviewsconductedintheArabregion,thestudyexamines knowledgeproductioninthefieldofEDLMwithintheOmanicontext,specificallyfocusingonMAdissertations generatedbytheDepartmentofEducationalFoundationsandAdministrationintheCollegeofEducationat SultanQaboosUniversity(SQU).Thestudyisasystematicreviewthatemploysdescriptivestatisticalanalysisto identifythesalientfeaturesoftheEDLMresearchconductedbySQUpostgraduatestudents,withaparticular emphasisonstudytype,researchcontext(schoollevel),researchtopics,researchmethods,datacollectiontechniques,andstatisticalanalyses.SourceswereidentifiedbysearchingwithintheEduSearchArabicdatabase. Oursearchstrategyyieldedacorpusof254dissertationsproducedbetween1999-2022.Dataextractedfrom thesedissertationswereenteredintoaspreadsheet,andcodeswereusedtofacilitatedescriptiveanalysis.FindingsrevealedthattheEDLMresearchproducedbyOmanipostgraduatestudentssharescommonalitieswiththe broaderEDLMscholarshipintheArabregion.Specifically,theliteraturereviewedispredominantlycomposed ofempiricalstudies.ThemajorityofstudieswereconductedinK-12asopposedtohighereducationinstitutions.Intermsofresearchmethods,therewasoverrelianceonquantitativemethods,withascarcityofstudies usingqualitativeormixedmethods,andminimaltheoreticalframing.Thetopicscoveredinthisliteraturewere diverse,withgreateremphasisonissuesrelatedtoschoolleadership,schoolprincipals,andinstructionalsupervision.ThepaperconcludesbyofferingrecommendationsforenhancingfutureEDLMknowledgeproduction inOmanieducationalresearchinstitutions.
Saturday,6thJuly-11:20:(Arcoona1)-Theatre
Dr.SuzieDick(BritishAssociationofInternationalMountainLeaders)
Thispaperexaminesthehowandthewhatofeducationalleadershiponyouthexpeditions,throughthelens ofwalkingasaresearchmethod.Expeditionsarebothaphysicalendeavour,andonewhereleadersandparticipantsalsotravelintheirmindsastheyplan,lookforwardto,andcarryouttheexpedition.Throughexpeditioning,thereisaneducationalvalueofchallengingexperiencesbeyondformalschooling,thatleadstoan experiencethatismultidimensional.Byanalysingtherationaleforyouthexpeditions,itwillbearguedthatby utilisingalivedexperiencemethodology,differentinsightscanbepursued,takingmultiplelinesofinquiryand waysofseeing.Walkingasaresearchmethodologyisconsideredalivedexperiencemethodologyandutilising itcanprovidevaluableinsightsandperspectivesthatmaybemissedoroverlookedbytraditionalapproaches. Aresearchermaychoosetouseitforanumberofreasonsincluding:authenticityandempowerment,richand contextualunderstanding,humanisingresearchandpolicy,collaborationandco-creation.Thisco-creationof knowledgefostersasenseofownershipandagencyamongleadersandparticipantsandleadstomorerelevant andimpactfuloutcomes(O’Neill&Roberts,2019).Thispaperwillseektohighlightthatthoughoutcomesfrom expeditionsarehighlyindividual,previousresearchhasfoundthatthereisanincreaseinthedevelopmentof leadershipskillsandbyusingwalkingasaresearchmethod,wearebetterabletounderstandthenumerous waysinwhichaleadermaydevelopandhonetheircraftduringsuchaneducationalexperience.
Allison,P.,Davis-Berman,J.,&Berman,D.(2012).Changesinlatitude,changesinattitude:Analysisoftheeffects ofreversecultureshock–Astudyofstudentsreturningfromyouthexpeditions.LeisureStudies,31(4),487-503.
Jones,P.,Bunce,G.,Evans,J.,Gibbs,H.,&Hein,J.R.(2008).Exploringspaceandplacewithwalkinginterviews. Journalofresearchpractice,4(2),D2.
O’Neill,M.,&Roberts,B.(2019).WalkingMethods:ResearchontheMove(1sted.)..Routledge. doi:https://doi.org/10.4324/9781315646442
Ramírez,M.J.,&Allison,P.(2023).Theperceivedlong-terminfluenceofyouthwildernessexpeditionsinparticipants’lives.JournalofExperientialEducation,46(1),99-114.
Springgay,S.,&Truman,S.E.(2017).Walkingmethodologiesinamore-than-humanworld:WalkingLab.Routledge.
TheMicroEducationAssemblage:Howamaterial methodologyassistsleaderstodevelopwaysforcritical rethinking,andaddresstheveryrealproblemsofactualising equitableeducationintimesofcrisis.
Saturday,6thJuly-11:40:(Arcoona1)-Theatre
Dr.JoTownshend (CanterburyChristChurchUniversity)
Astimesofcrisisimpactmattersofeducation,itisincreasinglyurgenttochallengethestatusquoofmanagerial structuresandliberatecriticalleadershippracticetoremodelwho,whatandwhereeducationis.Leading educationduringtheCovid-19pandemicinEnglandsurfacedquestionsonwhethercurrentmodalities,that mayhaveseemedconcretelyrobust,remainfitforpurpose.Furthermore,asissuesofinequalityintoday’s pluralsocietyproliferate,newwaysofrethinkingeducationmattersarerequired.Therefore,ifschoolsare tonavigateanthropogenicflux,howcanleadersdeveloptheircriticalre-thinkingandaddresstheveryreal problemsofactualisingequitableeducation?Inseekingnewandpragmaticwaysforleaderstodeveloptheir practise,innovativetoolsareneededtofirstly,renderarchitecturesofpowervisible;secondly,providedialogic modesforcriticalself-reflectionandthirdly,remodelanti-oppressiveeducationfutures.
Ashiftbeyondexistingapproachestoeducationalresearchisnecessarytocounterdeficitnarrativesandrenegotiateintricatewebsofpowerthathaveproducedandpotentiallymaintainedinequities.Ineschewingsingular theoriesthathavehistoricallydominatedtheresearchfieldaninterdisciplinary,praxicalinvestigationaffords freshinsightsandunderstandings.Itis,therefore,usefultorethinkmethodologicalpossibilitiesforleadership beyonditsdomainandworkwithwiderdisciplinestotestopportunitiesattheedges,intersectionsandperipherieswitheducation.AnewmaterialistmethodologywithDeleuzeusingvisualartsmethodsmobilisesan assemblagetoworkwithcomplexityandframesmessyentanglementsofeducationphenomena.Thenature ofassemblageallowsmultiplicities,linkagesandflowstoco-function,overlapandentangle;thissetsdynamic, qualitativepossibilitiesinmotionasnovelwaystoaddresschallengeandcrisis.Drawinguponprintmaking techniquesofMartin,MardenandBlow,apracticeapproachproducesamethodologicalprototype–theMicroEducationAssemblage,adialogictoolforcriticalandself-reflexiveleadershippractice.Thisvisio-tacittool examinestheinterplaysofpowerwithinschoolstructures,critiquesmanagerialhierarchiesandgovernment discourseandactualisescriticalalternatives.Itissmallscale,handleable,interactiveandvisuallyprovokes leaderstoquestionhowandwhytheyperformtheeducationactsthattheydoandforwhom.Workingwith andthroughthismaterialencounter,leadershipresearchisembodied,dynamicandcriticalandhelpsusadjusttochallengeandassistswiththinkingdifferently,inclusivelyandequitably.Performingwiththematerial prototypeasleader,manageror‘wouldbe’leader,istocontributetotheleadershipassemblagefunctionand indoingso,furtherextendstheknowledgeproductionofthemethodology.Indoingso,theMicroEducation Assemblagecontributesnewwaysofremakingcriticalleadershipforanti-oppressiveeducationandtotheeducationleadershipresearchfield.
Anexplorationofhowschoolleadersnavigatethepossible tensionsbetweenthe‘idealsofinclusion’andthe‘idealsof excellence:aCHATperspective.
Saturday,6thJuly-11:00:(Creation)-Theatre
Dr.DouglasAndrews (UniversityoftheWitwatersrand)
Incontemporaryschoolleadership,thereisacompetingtensionbetweenthedemandsofacademicexcellence andinclusion.ThereisagrowingliteratureontheutilizationofChangeLaboratoriesasanapproachtomanagingcomplexvalue-basedproblemsthatschoolleadersneedtoaddress.Thispaperdescribesanactionresearch studyfromSouthAfricathatexplorestheutilityofthisapproachinaddressingthevexingdilemmaofthis tension.
InschoolsacrossSouthAfrica,principalsarefacedwiththeunenviabletaskofnavigatingthecriticalproximitiesassociatedwithanagendaforinclusionandanagendaforexcellencethatco-existsimultaneously,where themotivesthatinformeachagendaaredivergent.Thisparadoxposesseveralchallengesandpossibleconstraintsforschoolleaders.Dotheyfindawaytopursueexcellence,whilestillstayingtruetotheidealsofinclusion?Ordotheyforegroundoneattheexpenseoftheother?InmanyschoolsinSouthAfrica,theyardstickto gaugethequalityofeducationprovisionseestheassociatedthinkinggodirectlytotheconceptofmeasurable academicachievement,whereexaminationresultsareseenasadisproportionateindicationofalearner’sintellectualworth.Theseacademicresultsoftendeterminetheschool’sstatusorrankingwithinthecommunity. Whatisbecomingapparent,isthatthereislittlefocusfromschoolleadersonpedagogicalapproaches,oroperationalstrategiesthatareimplementedtomeetthechallengeofteachinglearnerswithdifferentlearningneeds. Itiswelldocumented,thatwhenteachingisprimarilyfocusedonacademicoutcomesthepedagogicalresponsivenesstodifferentlearningneedsisoftenseenasanadditionalstressfactortocontendwith.Thepremiseof thisstudyisthatnavigatinganagendaofexcellencetogetherwithanagendaforinclusioncannotbeseenas asimpleproblemtoovercome,instead,itmustbeconsideredagainstthehistoricalbackdropandmanifested complexitiesthatexistwithinaschool.Complexitiesareidentifiedasparticularlyvexingforschoolprincipals, astheoriginsofthesenewchallengesarecompoundedbyamultitudeofcomplexfactorsthatarenon-linear innature,anddifficulttodefine.
Consideringthisbackdrop,20schoolprincipalsfromavarietyofschoolsinSouthAfricawereinterviewedto determinewhatstrategiestheywereimplementing,orwhatchallengestheywerefacingwhennavigatingboth excellenceandinclusion.Thisinformationwasusedasthemodel/tool’scomponentinaseriesofChangeLaboratoryinterventionsinspiredbyCulturalHistoricalActivityTheory.Themodelorvisionusedtosupportthe schoolprincipalsintheChangeLaboratoryinterventionswasEngeström’sSecondGenerationActivitySystems model.Whatfindingsshow,wasthatthroughChangeLaboratoryworkshopsprincipalsidentifiedleadership strategiestoadvanceinclusivepracticeswhilesimultaneouslyadvancingthedemandsforacademicexcellence. ThispapershowsthatEngeström’sChangeLaboratoriescanfacilitatetransformativeagencyinschoolleaders toovercometensionsandofferpowerfulopportunitiesforfindingconcretesolutionstocomplexchallenges.
Leadingeducationforequityandsocialjusticeinthe KurdistanRegionofIraq(KRI):Ananalysisofprincipals’ perspectives,practices,andresponsetopolicy
Saturday,6thJuly-11:20:(Creation)-Theatre
Dr.NidalAlHajSleiman (UlsterUniversity)
Scholarshipaddressingtheroleofeducationincontextsaffectedbyconflictiswidelydisseminated.However, theroleofeducationalleadershipinthesecontextsislargelyneglecteddespitedocumentedevidenceonits influenceonteachers’work,studentlearningandtheschoolcommunity.Moreover,scholarsofsocialjustice educationalleadershiphighlighttheimportanceofleadinginresponsetotheneedsoftheschoolcommunity, includingteachersandstudents.Leaders’immersionintheircontextenablesthemtounderstandtheneeds anddevelopprogramsthatsupporttheirstudentsandtheircommunities,whileenactingexistingpoliciesand followingtheguidanceofgoverningbodiesandfunders.Examiningtheroleofprincipalsasmediatorswho respondtopoliciesandenactthemwithinschoolsisessentialforfurtherunderstandingofprincipal’sroleand impact.Leadershipofeducationinconflictcontextsthathavebeenhistoricallymarginalised,underdeveloped, andradicalisedcanbekeytodevelopingnotionsofsocialjustice,equityandpeacebuilding.
ResearchexaminingeducationalleadershipinWestAsiaandmorespecificallyinNorthIraqisthinandnarrow. EducationalresearchinWestAsiahasbeendescribedaspositivisticandmoredrivenbyempiricism(Hammad andHallinger,2017)thanbysocialchange.Asaresult,leadershipresearcheitherfocusesonstylesandapproaches,whichleadstofurtherperformativityandtechnicism,orexaminesleadershipincontextsofinternationalisation,whichleanstowardsexaminingaffluentcommunitiesoflocalsandexpatriates.Leadership researchthatexaminestheroleofprincipalsinleadingcriticaleducationalchangesdrivenbysocialjusticeand equityisabsentorwidelysupressed.Thisongoingresearchexaminesprincipals’perspectivesinKRIschools andtheirenactmentofequitableandsociallyjustpracticesthroughcriticalandsocialjusticeleadershiptheory (Smyth,1989).Italsoexaminesprincipals’responsetoeducationalpoliciesandrelationshipswitheducational structuresthroughGiddens’Structurationtheory(1976,1999)andhisnotionsofagency,duality,andpractical awareness.
Thisresearchisunderpinnedbyaconstructivistandtransformativeparadigmandincorporatesthreemethods:instrumentalcasestudies(Stake,2006), StoriesofPractice (Clandininetal.,1991),and AnalyticalReflectiveJournals (Brown,2004).Casestudiesinvolveexaminingschoolsasfieldsofstudyanddocumentingdata relatedtotheacademic,political,historical,geographical,anddemographicfeaturesofschoolsandtheircommunity/ies.Thepurposeofthismethodistoanalysethefeaturesofschoolsandfindmeaningfulrelationships withtheoutcomesofothermethods.Second, StoriesofPractice whereprincipalstellstoriesoftheirpractice andperspectivesthroughalensofequityandsocialjustice.Storytellingcanbedescribedasatransformative approachbecauseitengagesprincipalsinreproducingtheaccountsoftheirownprofessionalhistoryandreflectonkeyareasoftheirpractice.Third,Analytical ReflectiveJournals whereprincipalsareaskedtorespond toafewpromptsemergingfromthedataanalysis.Intheirresponses,principalsanalysetheirownpractice andperspectives.Thistransformativemethodenablesprincipalstocriticallyreflectandengageinaprocessof professionallearningthatisrelevanttotheneedsoftheirschoolandlocalcontext.
Saturday,6thJuly-11:40:(Creation)-Theatre
Dr.UlviyyaMikailova (ADAUniversity),Dr.ZorkaKaranxha (UniversityofSouthFlorida),Ms.LalakhanimOrujova (UniversityofSouthFlorida)
Ableismideologypermeatessocietiesgloballyandisreflectedinitsbeliefsandsystems.AccordingtoHehir (2005),definitionsofableismintheliterature“sharecommonoriginsthatarerootedinthediscriminationand oppressionthatmanydisabledpeopleexperienceinsociety”(p.15).Therearedeeplyheldnegativecultural assumptionsconcerningdisabilityandchildrenwithdisabilities(Hehir,2002).Oneassumptionisthatthebirth ofachildwithdisabilitiesistragicratherthanagift.Mostdisabilityadvocatesholdfirmthat“whiledisability isnotatragedy,society’sresponsetodisabilitycanhavetragicconsequencesforthosewhohavedisabilities” (Hehir,2002,p.2).Thepervasiveuseofthemedicalmodelintheschoolingofstudentswithdisabilitiesthat focusesonthedisabilityand fixing peoplewithdisabilitiesrestsonableistperspectives.Ableismfunctionsupon theassumptionthatdisabledpeopleareinferiortoable-bodiedpeopleandsomehownotworthyofourefforts andresources(Wehmeyer,2014).Aseducationalsettingsmirrorthisbeliefandsetuppracticesandsystems thatreinforcethisthinking,Hehir(2005)concludesthat“thenegativeattitudesofsocietytowarddisabilitycan vastlydistorttheeducationthesechildrenreceive”(p.41).
Internationalstandardsininclusiveeducationarewidelyknownandsupportedbyinternationalorganizations andgovernmentsstrivetoprotecteducationrightsofdisabledstudents.Forexample,USAhasextensivelegislationsuchIndividualswithDisabilitiesEducationActtoprotectstudentswithdisabilitiesequalrightstoeducation,howeveracountrylikeAzerbaijanhasnosimilarlaws.Also,theeffortstoprovideeducationtostudents withdisabilitieswiththeirtypicalpeersintheirneighborhoodschoolsinAzerbaijanarerecent(Mikayilova etal.,2023).ThegovernmentofAzerbaijanbegananinitiativeininclusiveeducationfrom2003to2011,with substantialinvestmentsandtheparticipationofnumerousgovernmentalandnon-governmentalinstitutions. Thepurposeofthestudywastoexaminetheimplementationofinclusiveeducationattwopublicschoolsin Baku,Azerbaijan.
Questions: 1)Towhatextentdidthecultureofschoolschangeastheyembarkedtobecomeinclusiveschools?
2)Whatfactorsinfluencedthischangeprocess?
Thisisabasicqualitativestudydesignthatexaminedthechangeprocessoftwofeederpublicschoolsthatbegan includingchildrenwithdisabilitiesin2004aspartofthenationwidestrategytomakepublicschoolsinclusive. Participantsincludedschoolprincipals,teachers,andparentsofstudentswhoattendedtheinclusiveprogram. Threeinterviewswereconductedutilizingsemi-structuredinterviews.Dataanalysisincludeddeductiveand inductivecoding.
Majorfindings. 1)Thechangeprocesswasfraughtwithdifficulties,suchaslimitedresources,andparent resistanceoftypicalstudents.2)Ableistperspectiveonstudentswithdisabilitieswaspervasivedespitecaring deeplyforthestudents’wellbeing.3)Thiswasatop-downinitiative.4)Participantsdefinedinclusionnarrowly.
5)Thecontinuationofinclusiveschoolsdependsongovernment’sdecisions.
Contribution: Thisstudyoffersinsightstounderstandingofinclusionandculturalaspectsofchangeinformer communistcountries.Itcontributestothestrandofleadershipforequity,diversity,andsocialjustice.
CriticallyReflexiveLeadershipDevelopment:Socialequity axiologytostructurethegoals,strategies,andbehaviorsfor meaningfulchange
Saturday,6thJuly-12:00:(Creation)-Theatre
Dr.LeeMorgan (SacredHeartUniversity),Dr.AmieCieminski (TheUniversityofNorthernColorado),Dr.KayonMorgan (UniversityofHartford),Dr.TammiDockett-Wilson (Children1stEducationalConsultingFirm,LLC)
Theworkloadofeducationalleadersissubstantialandmultifacetedwithresponsibilityforadministration,leadership,andmanagementoflearning.Thisworkloadencouragesfastandeffortlessheuristics,alsoknownas cognitiveormentalshortcuts.Whileeffortlessheuristicscanbehelpfulinmakingquickdecisionsandconservingcognitiveresources,theyarenotwithouttheirdangersorlimitations,mostnotably,unconsciousbiases thatnegativelyimpacttraditionallyunderservedandmarginalizedindividuals.Moreover,thereisthehazard ofconstantlyengaginginunreflectiveactivitywhichreferstoactionsorbehaviorsthatindividualsengagein withoutconsciouslythinkingaboutorcriticallyanalyzingwhattheyaredoing.Actionwithoutreflexivelyoften involvesautomatic,habitual,orinstinctiveresponsestoasituationorstimulus,withoutdeliberateconsiderationoftheconsequences,motivations,orunderlyingreasonsforthebehavior.Consequently,actionwithout reflexivelyispredisposedtorecreatingandsustaininghegemonicnormsofpower,privilege,andoppression. Todisruptsuchhegemonicnorms,ourstudypostulatescriticallyreflexiveleadershipdevelopmentasaframeworkwhichexplicatestheprocessofformingphilosophicalfoundations(ontology)andknowledgeframeworks (epistemology)thatunderlietheleadershipgoals,strategies,andbehaviorsthatgenerateanaxiologyofsocial equity.Socialequityaxiologyreferstothesetofvaluesandethicalprinciplesthatunderlietheconceptofsocial equity.
Usingabductivereasoning(Evers&Wu,2006),wecompleteddiaryanalysisandcriticaldiscourseanalysisof emergingleader’sreflectionsontheirexperienceswith“different”fromthemselves.Throughouranalyses, weidentifiedthecriticallyreflexiveleadershipdevelopmentprocess,whichisamultifacetedinterventionto increaseawarenessandreducebias.Theprocessinvolved(1) Guidedself-reflection throughstructuredjournalingtodocumentfirstandsecondhandexperienceswithapersonfromagroupthatissalientlydifferentfrom participants’ownidentity;(2) DialoguewithLiterature whereparticipantsengagedintheliteratureabout communitiesofdifferenceandimplicitbiastoincreasetheirknowledgeoftheimpactofracialbias;(3) Groupbasedreflectionsessions toexplorebias.Skillfullyfacilitated,peer-groupdiscussionaboutexperienceswith biasinprofessionalandpersonalsettingswereutilizedtoraiseawarenessaboutimplicitbiasandmotivateactiontowardmanagingbias;and(4) Positionalitydevelopment whereparticipantsengageinametacognitive synthesisoftheirlearningregardingself,others,andorganization.
Preliminaryfindingsdiscuss(1)thedevelopmentofawarenessthroughdeliberatethinking,(2)thequestioning ofassumptionsthroughusingdataandevidencetounderstanddiverseperspectives,(3)theshiftingofmental modelsthroughreconsiderationofbackgroundprobabilitiestomakemoreaccurateassessments,and(4)the developmentofrealtimemetacognitiveskillstoreflexivelypauseanddeliberatelyactinamannerthatcreates andsustainssocialequity.
Ourconceptofcriticallyreflexiveleadershipdevelopmentisadynamicprocessthatrequiresongoingselfexaminationandacommitmenttotransformativeactionthroughencouragingtheknowledgegenerationand applicationnecessarytodrivemeaningfulchange.Axiologyofsocialequityprovidesafoundationforethical decision-making,advocacy,andactivism.Itguidesindividualsintheireffortstocreateamoreequitable,just, andinclusivesocietyfreefromdiscriminationandprejudiceintoday’sdiverseandinterconnectedworld.
Saturday,6thJuly-11:00:(Inspiration2/3)-Theatre
Ms.CarmelMcCarroll (LiverpoolHopeUniversity)
MyresearchinvestigatesthelivedexperiencesofIrishprincipalsandexploresthegrowingconcernssurroundingthesustainabilityoftheroleandtheneedforsupportateverystageofthecareertrajectory.Mydraftpaper (underconstruction)exploreslivedexperiencesofprimaryschoolprincipalsbasedintheRepublicofIreland. Theinitialphasefocusesonleadershipingeneral,phasetwoevolvedtodelvedeeperintothelivedexperiences oftherelationalsideoftherole.Thestudy’stheoreticalframeworkconsiderstheimpactofrelationalleadership ontheleaderandhowprincipalsnavigatethetensionsandopportunitiesthroughtherelationalaspectsofBass’ (1985)transformationalleadershiptheory’sfour’I’scomponents;individualconsideration,idealisedinfluence, inspirationalmotivationandintellectualstimulation.
Theliteraturereviewilluminates;gapsinlivedexperienceresearch,itinvestigatesthepolicyinfluencesthat challengeprincipalstoenactnormativemodelswithnoprofessionalsupportorinteractionfromtheDE.Gapsin researchfromaprincipal’sperspectiveareevidentleadingtoagapinwhat’sknownaboutthelivesofprincipals. Theliteratureprovidedinsightsintoeducationalleadershiptheoriesingeneralbeforeinductivelyexploring therelationshipbetweentransformationalleadershiptheoryandtherelationalcomponentsofit.Itisthrough thisconceptuallensthatthelivedexperiencesofIrishprincipalsareinvesitaged.
Usingaqualitativeresearchdesign,theresearchadoptsaphenomenologicalapproach.Phaseonegathered datafromtwenty-sixsemi-structureddiarieswithphenomenologicalelementssuchastextmessages,letters, emailsandphoto-elicitation.Thedatafromthisphasewasanalysedusingreflectivethematicanalysis,andthe emergingthemesinfluencedthequestionsposedinthetwelvesemi-structuredinterviewsandphoto-elicitation. Theinterviewtranscriptswereanalysedusingreflectivethematicanalysis,andthefindingsrevealedthepressurebetweentheexpectationsoftheDepartmentofEducationandtherealityexperiencedbyprincipalsasthey negotiatethetensionsandopportunitiesofworkingwithawiderangeofpeople.
AttheBELMASConferenceIwillsharemyfindingsonthechallengesandpossibilitiesoftherelationalaspect oftheprincipal’sroleandhighlighthowtheynegotiateandnavigatethetensionsandopportunitiesthatarise fromthesemultiplerelationships.Withinthediariesandinterviews,principalsacknowledgetheirroleasleadersoflearningandindevelopingtheleadershipcapacityofstaff,buttheyalsohighlighttheimpactofthese relationshipsonthempersonallyandprofessionally.Whilethestudyrevealedthatprincipalsenjoytheirwork andhavemanypositiveexperiences,theyreportedthebalancingactneededtoenacttheirleadershipwhile negotiatingthefollowingareas;theinternalisedfactorssuchas;concealment,embodimentoffeelingswhile simultaneouslybeingauthentic.
AperfectstormisimminentbothwithintheIrishcontextandinternationally;thelackofapplicants,attrition fromtherole,poorprofessionaldevelopmentanddescriptionsofisolation,concealmentandembodiment,illuminatesomeissuesneedingattention.Thisstudycontributesknowledgetotherelationalaspectoftherole andprovideslivedexperiencelensofwhatitisliketobeaprimaryschoolprincipalinIreland.
Saturday,6thJuly-11:20:(Inspiration2/3)-Theatre
Mr.GideonAnimah (UniversityofBath)
Understandingthecomplexitiesofeducationalleadershasbecomemoredemandinginthe21stcentury.This ispartiallyasaresultofschoolauthorities,teachers,parents,andstakeholdersexpectingstudentstoproduce goodresultsaseducationtendstobecomecompetitive(Bush,2013).
BasiceducationinGhanacomprisesofPrimarySchool1to6andJuniorHighSchool1to3.Despitethenumerous effortsofpastgovernmentstoreformbasiceducationtomeetmodernchallenges,thereformsfailedtoachieve thetargetsofequityandquality.Muchoftheresearchintheareaofbasiceducationprimarilyfocusesonaccess toeducation,wherebytheimportanceofequityandqualityremainslargelyunexamined(Akorfuletal.,2020).
Onthecontrary,ruralGhanaschoolsdonotreceivemaximumsupportintermsofresourcedistribution,allocationofkeyeducationinputs,andequitableaccesstoqualityeducation.TheaimofSDG4istoensureequitable andqualityeducationforallbutmanyuncertaintystillexistforstudentssituatedindeprivedareas,depicting howlessattentionhasbeengiventoleadership(Wilkie,2007).
ThisresearchaimistoexploreeducationalleadershipinGhanaandhoweducationalleaderscancontributeto ensurequalityandequitablebasiceducationinruralareas.
Theuseofqualitativecomparativeanalysiswillbewellestablishedtoexplaincasestudiesinruralschools asopposedtourbanschools.Semi-structuredinterviews,casestudies,narratives,andobservationsarethe researchmethodstobeimplemented.
Additionally,themainparticipantsidentifiedforthestudywillbe
• EducationLeadersinGovernment
• HeadteachersorSchoolLeaders
• Teachers
• Parents
• Stakeholders(suchasAcademics,Communityleaders,NGO’s)
• Students
Thekeyquestionsthisresearchaimstoanswerareasfollows:
1. Howdoeseducationalleadershippolicyunfoldinurbanbasicschoolscomparedtoruralbasicschools?
1. Whatcriticalchallengesandobstaclesdoleadersfaceinimplementingpoliciestorunabasicschoolin Ghana?
1. HowdoeducationalleadersinGhanainfluenceequityandqualitytowardsbasiceducationespeciallyin ruralareas?
Recentyearshaveseeninterestinensuringequitableandqualityeducationforall;however,educationalleadersandreformersinGhanahavenotbeenabletomatchpracticewithpoliciestoimprovebasiceducation, especiallyindeprivedareas.Givensuchdiscrepancies,itisimplausibletorecommendorsettleononeuniversalapproachtoleadershipinacountrylikeGhana,althoughresearcherslikeFertig(2012),BushandGlover (2014)haverecommendedmodelsthatcansuittheWestAfricancontext.
Therehasbeenlittleconsistencyinpoliciesandpracticestosupportschoolsandstudentsfromdisadvantaged communities,andconsequently,criticalchallengespersistastowhattypesofpoliciesandpracticesworkbest, andhowtoimplementthem.Mostresearchersareoftheviewthathighperformingschoolsaretheonesthat combineequityandquality(OECD,2012).Theissueofsocialinequity,vulnerability,andpovertywillreduce whenqualityeducationisprovidedforall(HanushekandWoesmann,2008).
Saturday,6thJuly-11:40:(Inspiration2/3)-Theatre
Ms.MengmengYan(EastChinaNormalUniversity),Prof.WeishengLi (EastChinaNormalUniversity)
Effectiveleadershipisparamountforschoolqualityandtheoverallwell-beingofitsmembers.Enhancing teacherengagementstandsasacrucialmeanstoestablishapositiveandproductivelearningenvironment. Schools,beingemotionalandrelationship-richenvironments,areinherentlyentwinedwithlocalculture.While leadershipindiverseculturalcontextshasbeenwidelydiscussed,indigenousleadershipwithinspecificcultural settings,particularlyinthecontextofChineseschools,remainsanunderexploredarea.
TheprimaryaimofthisstudywastoinvestigatethenatureofindigenousprincipalleadershipwithinthecontextofChinesecultureanditspotentialimpactonteacherengagement.Weconductedaninitialcasestudyina randomlyselectedschoolinShanghai,employingaculturallysensitivelens.Throughtheanalysisof12interviews,consistingof11teachersand1principal,weidentifiedtheexistenceofpaternalisticleadership(PL).In thebackgroundofcollectivismandtheconceptoflifetimeemployment,theschoolwaslikenedtoahome,and theprincipalwasseenasaparentoreldersibling.Theprincipal’smanifestationofPLwasmultifaceted,encompassingauthoritarian,authoritative,benevolent,andmoraldimensions.Teachers’experienceswiththese dimensionsvaried,leadingtodistinctlevelsofbelongingandengagement.
Subsequently,weconstructedaconceptualmodelandproposedfivehypotheses.Utilizingthepreliminaryresearchfindings,weadaptedexistingscalesrelatedtoPL,schoolbelonging,andteacherengagement.These scaleswerevalidatedanddistributedto441teachersinShanghai,resultingin387validresponses.Analytical methodologiesincludedConfirmatoryFactorAnalysis(CFA),StructuralEquationModeling(SEM),andLatent ProfileAnalyses(LPA).Theresearchunveiledseveralkeyinsights:
Ingeneral,principalsinShanghaiexhibitedhigherlevelsofmoral,authoritative,andbenevolentleadership, whiletheauthoritariandimensionisrelativelylower.Teachers,ontheotherhand,displayedhighlevelsof engagementandschoolbelonging.Bothmoralandauthoritativeleadershipofprincipalshadapositiveoverall effectonteacherengagement.Schoolbelongingactedasamediatorbetweentheauthoritarian,benevolent, andmoraldimensionsofprincipalleadershipandteacherengagement.
Fromtheperspectiveofteachers,threedistinctPLprofilesemerged-averagePL(moderatescoresacrossall dimensions,n=161),lowauthoritarianPL(highscoresintheotherthreedimensions,n=184),andauthoritarianorientedPL(lowscoresinbenevolenceandmoralitydimensions,n=42).TeacherswhoexperiencedlowauthoritarianPLexhibitedsignificantlyhigherlevelsofschoolbelongingandengagement.
WhiletheeffectivenessofPLinvariousorganizationalcontextshasbeeninvestigated,ourstudydifferentiatedtheauthoritativedimensionfromitspreviouslyconflatedauthoritariancounterpart,destigmatizingits perception.Ourfindingsmirroredthedifferencesbetweenauthoritativeandauthoritarianparentingstyles, highlightingtheformer’sbeneficialimpactonchildren’sself-discipline,initiative,andmoralvalues,asopposed tothelatter’sharm.
Insummary,withintheChineseculturalcontext,schoolleadersareexpectedtoemulateparentalfigures,offeringtheirexperience,actingasrolemodels,andprovidingsupport,care,andbelief,whichcollectivelycontribute toteacherengagement.Thisstudytriedtoaddnuancetotheunderstandingofindigenousleadershipinschools anditsimplicationsforteacherengagement.
Theroleofseniorschoolleadersas‘maintainers’ratherthan ‘changers’:Theevidencefromtraditionalinternational schools
Saturday,6thJuly-12:00:(Inspiration2/3)-Theatre
Dr.TristanBunnell (UniversityofBath),Dr.AlexMcTaggart (UniversityofManchester)
Thissessionwillreportonastudyundertaken(andoutputinjournalformat)concerningtheexpectedroleof seniorleaders(normallyclassifiedas‘Directors’)beingsoughtinthegrowingarenaofprivateK-12Englishspeakinginternationalschools.Afterseveraldecadesofslowgrowth,therearecurrently13,000ofthistype ofschoolglobally,teachingacurriculuminEnglishoutsideanEnglish-speakingnation.Theexistingperiodof globalisationhasseenahugedemandforthiskindofschool,especiallyacrossAsia(whereChinaisthelargest market),andtheyareexpectedtodoubleinnumberby2034.Theyarestillstaffed,inthemain,byseniorleaders fromBritainandNorthAmerica.Thisisafastgrowingyetstilllargelyunder-reportedarenaofschoolingand westillknowlittleaboutthetypeofleadershipthatitattractsorinvolves.
Buildingonapreviousstudywhichexaminedthecharacterofseniorleadersbeingsought,wewillshowhow thewell-established,non-profitdriven,accreditedschoolsauthorisedtooffertheprogrammesoftheGenevaregisteredInternationalBaccalaureate,whichwetermthe‘EliteTraditionalInternationalSchools’(ETISs),expecttheseniorleader(oftenonathree-yearcontract)tosimplymaintainandsteadytheschoolratherthan transformorsignificantlydevelopit.Usingdatacollectedfromamajoronlinejobrecruitmentsiteabout10 ETISsineightnations,weapplyTraitAnalysistoidentifythemainverbsthatdescribetheactionsoftherole. Intotal,35actionverbsareobserved,with‘develop’beingthemostused(46mentions),followedby‘support’ (26mentions),‘ensure’(22times),and‘provide’(14times).Atthesametime,alargebodyofactionverbs(13), suchas‘create’,‘share’,‘advise’,and‘propose’,appearedonlyoncerevealingadistinctpatternregardingthe intendedroleofthesuccessfulapplicants.
ByanalysingtheverbswithinthenineschoolleadershipmodelsframeworkpresentedbyBushandGlover (2014),weidentifyastrong managerial rolefocusedonfunctions,tasks,andbehaviours,alongsideastrong system leadershiproleaimedatmaintainingasenseofinternalcommunity.Perhapssurprisingly,wesawlittleevidenceofananticipated distributed or contingent leadershiprole.Weconcludethatthemajorpurpose ofseniorleadershipintheETISisseeminglytomaintainandsafelysteerthecourseoftheschool,withinan oftenhighlyunpredictablepoliticalandeconomicclimate,sothattheschoolcanbesafeguardedintermsofits legitimacyasaninstitutionanditsrolewithintheinternationalcommunitymarket.Weaskifthisrepresentsa widershiftwithineducationawayfromtheauthentic,heroic,ortransformationalroleoftheschoolleaderasa changeagenttowardsamorepassive,responsibleandpredictablerole?Further,isthe system leadershiprole thatwecanidentifyamongtheETITsbeingseeninwiderschoolingnetworks?ThissessionwillbeofparticularinteresttomembersoftheLeadershipinInternationalandComparativeEducationRIG(ResearchInterest Group)
Empoweringprincipalstoleadandmanageschoolseffectively amidstwide-rangingreforms:ASouthAfricancontext
Saturday,6thJuly-11:00:(Innovation)-Theatre
Prof.RajkumarMestry (UniversityofJohannesburg),Prof.PierreDuPlessis(UniversityofJohannesburg)
Inmanydevelopingcountriessubstantialfundinghasbeenmadetoeducation,withthehopeofgeneratinga substantialskilledlaborforceandhigh-levelofemployment.Despitetheseinvestments,thereisgrowingconcerngloballythatmanyschoolsarenotfunctioningattheiroptimum,andstudentperformanceisgenerally ofalowstandard.Manynationshaveundertakenwide-rangeeducationalreformsofcurriculum,instruction, andassessment,withtheintentionofbetterpreparingprincipalsfortheeducationaldemandsoflifeandwork inthis21stcentury.InaSouthAfricancontext,therapidrateatwhichchangeshavetakenplace,andarestill takingplace,togetherwiththeincreasedvolumeofadministrativework,hasplacedprincipalsunderenormous pressure.Principalsexperiencegreatdifficultyincopingwithnumerouschanges,partlybecausetheyareinadequatelypreparedfortheirleadershipposition,orsimplylackthenecessaryskills,knowledge,andattitudes toleadandmanageschoolseffectivelyandefficiently.Perhapsoneofthemajorchangesintheprincipalship hasbeentherangeofexpectationsplacedonthemandtheseexpectationshavebeenmovedfromthedemands formanagementandcontroltothedemandforaneducationalleaderwhocanfosterprofessionaldevelopment amongstaff.
Fundamentally,principalsshouldbeempoweredtoeffectivelydealwithchallengesfacingthem.Wearguethat thereisthusadireneedtoempowerprincipalsbyprovidingthemwithintensiveprofessionaldevelopment thatwillenablethemtolead,manageandadministerschoolseffectively.Themainresearchquestionexplored inthispaperis:Howcanprincipalsbeempoweredtobecomeeffectiveleaders,managers,andadministrators? Usingqualitativeresearch,thisstudyexploredprincipals’perceptionsandexperiencesoftheirownprofessionaldevelopmenttoenhancetheirleadership,management,andadministrativeroles.Weaccentuatethe importanceofpromotingacultureofprofessionaldevelopmentthatwillprepareprincipalstoconfronteducationchallengesandobstaclesfacingthem.Fifteenprincipalswereselectedtodeterminetheirperceptions andexperiencesofhowtheywerepreparedandprofessionallydevelopedtoleadandmanageschools.Findings revealedthatinSouthAfrica,thereisnoformalpreparationforaspiringorpracticingprincipalstakingonleadershipandmanagementpositions,andveryfewin-serviceprofessionaldevelopmentprogramsareavailable. Thereisadireneedforeducationauthoritiestointroducecompulsorytraininganddevelopmentprogramsfor aspiringandpracticingschoolleaderstoleadandmanagetheirschoolssuccessfully.SouthAfricanprincipals requiredevelopmentinsupportingnetworks,policyissuesandinterpersonalskills,andplacingastrongfocus ontheiradministrative,financialandhumanresourcemanagementrole.
Saturday,6thJuly-11:20:(Innovation)-Theatre
Prof.TobyGreany (UniversityofNottingham)Schoolleadersareexpectedtoactwithintegrityandmoralpurpose.IntheUKtheNolanprinciplessetoutcore valuesthatshouldunderpinpublicservice.NationalheadteacherstandardsineachUKnationreinforcethese expectations.Forexample,inEnglandheadteachersarerequiredtodemonstrate“highstandardsofprincipled andprofessionalconduct…(and)ethicsandbehaviour…(andto)upholdfundamentalBritishvalues”.
Researchersobservethatleaders’valuesareimportant–inparticularwherethesevaluesaremadeexplicitand areusedtoguidedecision-making,sincethiscanhelptobuildtrustandcaninspirestaffandwidercommunities. Leadershipgurusandprovidersofleadershipdevelopmentoftenencouragepractitionerstoarticulatetheir valuesinwayswhichcanbeclearlycommunicated.
Butvaluesarealwayscontested–oneheadteacher’s‘moralpurpose’isnotthesameasanother’s.Thisbecomes mostapparentwhenespousedvaluesareenactedinpractice–whendecisionshavetobemadeabouttricky issues,suchashowtoprioritiseatightbudget,howtopromotetheschoolatatimeoffallingdemographics, orwhetherornottoacceptastudentwhoseneedsorbehaviourswillpresentundoubtedchallenges.Recent developmentsinEnglandhavelaidbaretheimportanceofvalues–andtheconsequenceswhenthesearenot sharedandenacted;forexamplewheresomeschoolshavebeenshowntopushout(‘off-roll’)studentswhoare challengingtoteach.Inresponsethesecondaryheadteachersunion(ASCL)workedwithnationalpartnersto developaframeworkforethicalleadership,butitisunclearhowmuchhaschanged.
Researchershaveexploredtheseissuesfromdifferentangles.Oneapproachhasbeentofocusonindividual leaders,seekingtounderstandhowtheirvaluesshapepracticeinthecontextofexternallydrivenchange.Other workhighlightsthatindividualvaluesareonlypartofthestory:valuesareembeddedwithinprofessional normsandorganisationalcultures,whilepolicyandgovernanceframeworkscommonlyservetostructureand constrainindividualagency.
Thispaperaddressestheconferencethemebyconsideringpurposesineducationalleadership.ItdrawsonexamplesfromrecentresearchinEnglandtoexaminetheroleofvaluesincontemporaryeducationalleadership. Itarguesthatpolicyexpectsleaderstoengagein‘pragmaticcompliance’–i.e.seekingtoholdtruetoacoresetof professionalvalueswhilequietlyprotectingtheschoolfromexternalchange.However,italsodrawsonexampleswhichindicatehowleaders’valuescanbemoreagentic.Itconcludesbydiscussingtheseissues,drawing outimplicationsforpolicy,practiceandresearch:first,valuesmustbecollectivelynegotiatedandpracticedby groupsofleadersacrossmultipleschoolstohavelegitimacy;second,suchcollectivenegotiationsmustinclude alocal–place-based–dimensioniftheyaretoaddressissuesofequityandinclusion;third,embeddingshared valueshasimplicationsforleadershipdevelopment;andfourth,meaningfulchangerequiresacollectiverecognitionthatschoolsplayanimportantinstitutionalrolethatgoesbeyondnarrowlydefinedacademicoutcomes, includingtoshapefutureaspirationsforintergenerationalsocialjustice.
Saturday,6thJuly-11:40:(Innovation)-Theatre
Dr.NathernOkilwa (UniversityofTexasatSanAntonio),Dr.CurtisBrewer (UniversityofTexasatSanAntonio),
Dr.MarielaRodriguez (UniversityofTexasatSanAntonio),Dr.MarkGiles (UniversityofIllinoisChicago), Dr.JoBethJimerson (TexasChristianUniversity)
TheJournalofCasesinEducationalLeadership(JCEL)publishes,inelectronicformat,peer-reviewedpedagogicalcasesappropriateforuseineducationalleadershippreparationeffortsacrosstheglobe(seeJCELwebsite). TheUniversityCouncilforEducationAdministration(UCEA)sponsorsthisjournal,buildingonalongtradition ofongoingeffortstoimprovethepreparationandpracticeofeducationalleadership.Thejournal’seditorial teamseeksawiderangeofcasesthatfocusontimelyand/orenduringissuesgermanetoeducationalleadershippreparation.OneofourcurrentgoalsistoincreasetheusabilityofJCELcases.Tothatend,wehave introducedanumberofinitiativestoreachourgoal.Forinstance,incollaborationwithSage,weintroduceda themedSpecialCollectionsofaboutfivecasespubliclyavailableforfreefor90days.Ourinauguralcollection wastitled“LeadingThroughCrisis,”whichwastimelygiventheconditionsofschoolingduringtheCOVID-19 pandemiccrisis.AnotherinitiativeistheJCELJabberpodcast.Thegoalofourpodcastsistofeatureonecase selectedfromagroupofSpecialCollectioncases.Forinstance,ourinauguralpodcasthighlightedoneofthe RacisminSchoolscasesi.e.,WatsonandNash(2021).WithourcontinuedefforttoincreaseJCEL’sfootprint, wewanttoacknowledgeourinternationalreadershipbyexpandingtocaptureotherinternationalcontexts. (internationaldownloadinformationhere)Webelieveasessionatthe2024BELMASconferencewillbeinstrumentalinsettingusonapositivetrajectorytoachieveourgoalsofpreparingpre-serviceaswellascurrently practicingeducationalleaders.
ThepurposeofthissessionistoexpandthefamiliarityanduseabilityofJCELcasesineducationalleadership preparationprograms.Wearemotivatedbyscholarshipthatsuggeststhereisbenefitinteachingusingcase studies.Thatis,thesecasesallowstudentstoactivelyengageingrapplingwiththe‘wickedproblems’ofpractice(Clarke,2016;Jordan,Kleinsasser,&Roe,2014;Peters,2017)ineducation,whichgivesthemopportunities todeveloptheirskillsin:problemsolving,analysis,decisionmakingincomplexsituations,andcopingwith ambiguities(Dunne&Brooks,2004).DevelopingtheseskillsiscongruentwiththestructureembeddedinJCEL casesaroundthefourcoreelementsofagoodcase:context,complexity,ambiguity,andrelevance(Fossey& Crow,2011).Duringthesession,thepresenterswillhighlightwaystousecasesinuniversitycoursesandprofessionaldevelopment,aswellasprovidetipsfor2024BELMASconferenceattendeestosuccessfullysubmit theirowncasestothejournal,whichwillhelpuswithourgoalofincreasingsubmissionsfrominternational contexts.Availingthisforumtofacultywhoattendthe2024BELMASconferencehasthepotentialtoincrease familiarityanduseability.
Saturday,6thJuly-11:00:(Cameronia)-Theatre
Prof.LawrenceDrysdale (TheUniversityofMelbourne),Dr.HelenGoode (TheUniversityofMelbourne),Prof.DavidGurr(The UniversityofMelbourne)
Thisproposalreportsonover20yearsofresearchfindingsfromAustraliancasestudiesthatfocusonsuccessful schoolleadershipaspartoftheInternationalSuccessfulSchoolPrincipalshipProject(ISSPP)andfollowsISSPP methodologyprotocols.ItdrawsuponfindingsfromfiveTasmanian,eighteenVictorianandoneNorthernTerritorymultipleperspectivecasestudiesofsuccessfulprimary,secondaryandspecialschoolprincipals.Ateach school,datacollectedincludedinterviewswiththeprincipal,seniorteachers,teachers,students,parentsand schoolcouncilmembersanddocumentanalysis.Thecasestudiescovergovernment,Catholicandindependentschools.Theresearchfocusedonsuccessfulschoolleadershipratherthaneffectiveschools.Successful schoolleadershipincludesawiderangeofstudentandschooloutcomesratherthananarrowrangeofstudent academicachievements.
Overall,thefindingsshowedthatsuccessfulprincipalsdemonstratedpersonalqualities,asetofcommonleadershippractices,keybehaviours,strategicinterventions,andcapacitybuildingthathelpedthemachievepositive schooloutcomes.Successfulprincipalswereabletounderstandandeffectivelyworkwithinacomplexsetof contextuallayersthatencompassedtheirworkenvironment.Wehavefoundthatoursuccessfulprincipalsare lessconstrainedbycontextandabletoworkwithinandacrossconstraints.Alltheprincipalswereabletolead changebyinnovatingforschoolimprovement.
Inthepaperwewilloutlinethepersonalqualities,leadershippractices,behavioursandinterventionsforsuccessfulprincipalsfromourfindings.Moreimportantlyforthispresentationwealsointendtofocusonthe principals’capabilitytoinitiateandimplementchangeforschoolimprovement.WeclassifyourVictoriancase studiesintothreelevelsofinnovation.Principalswereidentifiedaseitherusingincremental,transformational ordisruptivepracticestoleadinnovation.Principalsinschoolsthatwerecategorisedas‘incremental’attempted toconsolidateschoolimprovementthroughincrementalchangeandembeddingthechangeintoteachingand learning.Leadersintheschoolsinthe‘transformational’changecategoryusedleadershippracticesthatwere mildlydisruptive.Thechangewasstrategicandfocusedonindividual,professional,organisational,andcommunitycapacitybuildingstrategies.Schoolimprovementinterventionswerecentredonschoolandcommunity needsandpriorities.Theywereabletobuildprofessionaldevelopmentandappraisal;setprioritiesbasedon dataaboutperformance;andcommunicatepurpose,processandperformance.Schoolsinthedisruptivecategorywitnessedadynamicchange.Principalsinthiscategorytransformedalmosteveryaspectoftheschool. Weidentifysevendisruptivepracticesthatcharacterisetheseprincipals’relentlessorientationtochange. Finally,wewillpullallourresearchaltogetherintoamodelwecallanopensystemsmodelforschoolstudent andschoolimprovement.Themodelattemptstointegrateourfindingstotrytomakesenseoftherelationship betweenthevariousaspects.showthecomplexityandinterrelationshipofthefactorsdescribedinthefindings. ThepaperreflectstheconferencethemeofWhoorWhatisEducationalLeadershipfor?
Saturday,6thJuly-11:20:(Cameronia)-Theatre
Dr.YoumenChaaban (QatarUniversity),Dr.SabaQadhi(QatarUniversity)MiddleleadershipdevelopmentisacrucialaspectofinstitutionalsuccessinHigherEducation.Previousresearchinwesterncontextshasshownthatdevelopmentactivitiesforuniversityleadersarelargelyabsent, inappropriateorineffective.Additionally,verylittleresearchhasbeenconductedinArabcontexts,makingit difficulttoidentifylocalizedandculturallyappropriatesupportformiddleleadersworkinginthesecontexts. Despiteincreasinglyglobalisedenvironments,thereisaneedtoexplorethenuancesofdiverseacademicsocioculturalcontextsandthewayhumanandnon-humancomponentsinteracttosupportorconstrainmiddleleadershipdevelopment.Understandingmiddleleadershipdevelopmentasacomplexendeavor,influencedbyinteractionsandinterrelationswithinmultiplesystems,aconceptualframeworkconsistingofthreedimensions; intrapersonal,relationalandinstitutional,wasdevelopedandusedindatacollectionandanalysisprocesses. Usingthesethreeinterrelatedunitsofanalysis,aqualitativephenomenologicalstudywasadoptedthatexplored seventeenmiddleleaders’experiencesofleadershipandleadershipdevelopmentinthiscontext.Thefindings suggestedthattheintrapersonaldimensionsofleadershipdevelopmentfortheseparticipantscenteredonthe followingthemes:identity,priorexperiences,personallearningandcareergoals.Therelationaldimensionof leadershipdevelopmentfortheseparticipantscenteredaroundthefollowingthreethemes:relationshipswith peers,faculty,andseniorleaders.Theinstitutionaldimensionofleadershipdevelopmentfortheseparticipants centeredaroundthefollowingthemes:policies,professionaldevelopmentopportunities,andworkplaceconditions.Thisstudypresentsanintegratedsystemsmodelrepresentingthefactorsofsupportsandconstraints influencingmiddleleadershipdevelopmentinanArabcontext.Thismodelhasclearimplicationsformiddle leadershipdevelopmentpolicyandpractice,whichtakeintoconsiderationtheseemergingfactors.
Saturday,6thJuly-11:40:(Cameronia)-Theatre
Dr.SuzyHardie (UniversityofSouthCarolina),Dr.PeterMoyi (UniversityofSouthCarolina)
Thereisalonghistoryofpartnershipsbetweeneducationalorganizationsandotheragencies.Theaccountabilitymovementnecessitatedchangestoprincipalpreparationprogramstoclosethegapbetweenresearchand practice,Researchershighlightbenefitsinsuccessfuluniversity/schoolpartnershipsfortheuniversitybyenhancingthequalityofleadershipprogramsandthusresultinginhigherqualitygraduatestoleadinschools,by hiringschool-basedpractitionerstoteachasadjunctprofessors,byprovidingfield-basedexperiences,andby fosteringthedevelopmentofpracticingschoolleaders.Schoolandschoolsystemsbenefittheschoolclimateas graduatestudentsimplementprojectsandinitiativesandschoolpersonnelaregiventheopportunitytoobserve thegraduatestudentsinactiontoascertainwheretheywouldfitbest.
Whenorganizationsdonothavealltheresourcesneededtoaccomplishtheirgoals,theycanconsiderpartnering withotherorganizations.Theresearch-practicepartnershipsareauniqueformofpartnershipand,assuch,are distinguishedfromotherformsofcollaboration.Theyarelong-termandfocusonsolvingproblemsofpractice. InRPPs,originaldataarecollectedandanalyzedtoaddressaproblemofpracticeinthedistrictorschoolinthe partnership.
Byboundaryspanning,thereisincreasedcollaborationandremovinginstitutionsilossothereisafocuson “increaseproductivity,efficiency,andinnovation”.Throughschool-universitypartnershipadeepbenchof adaptiveeducationalleaderscanbuildtheoverallleadershipcapacityinaschooldistrict,andthisiswhat theschooldistrictinthispartnershipaimedtodo.Sinceprincipalattritioncanadverselyimpactstudent achievement,negativelyinfluenceschoolculture,andexacerbateteacherturnover,thepartnershiphad specificgoalsinassistingtheschooldistrictandtheleadershippreparationprogram.Thispresentationwill sharethecollaborationbetweenLexingtonSchoolDistrictOneandtheUniversityofSouthCarolina.
Thispartnershipwasforgedthroughacommitmenttospendingtimetogether,clearidentificationandconsensusonsharedgoalsandvaluesaboutstudents,teachers,andleaders,anddevelopmentofastrong,trustingrelationshipwheredecisionsaresharedandcommunicationisconsistent.Ourpartnershipmovesbeyond atransactionalexchange;itiscollaborativewherebothinstitutionsbenefitfromthepartnership.Through boundaryspanningextensivecollaborationhascreatedanenvironmentwherebothorganizations“interlace”.
“Mycrownisinmyheart,notonmyhead;Notdeckedwith diamondsandIndianstones,Nortobeseen.Mycrownis calledcontent:”-EducationalLeadershipasseenand practicedbywomeninPakistan.
Saturday,6thJuly-12:00:(Cameronia)-Theatre
Mrs.AbaidaMahmood (Qurban&SurrayaEducationalTrust)Intherealmofeducationalleadership,theessenceofleadershipoftentranscendstheconventionalexpectations ofauthorityandostentation.DrawinginspirationfromShakespeare’stimelesswords,“Mycrownisinmyheart, notonmyhead;NotdeckedwithdiamondsandIndianstones,Nortobeseen.Mycrowniscalledcontent,” thispaperinviteseducators,scholars,andpractitionerstoexploretheprofound,yetoftenunderstated,roleof womeninPakistanasdynamiceducationalleaders.
Itservesasaplatformfordelvingintotherichtapestryofexperiences,challenges,andtriumphsthatwomen inPakistanhaveencounteredontheirjourneytoleadership.Wewillexaminetheircontributionstoeducationalleadership,andhowtheyhavedemonstratedthattrueleadershipisdefinedbycontentment,passion, andresilienceratherthanexternaladornments.
WealsohopetoshedlightontheexceptionalleadershipjourneyofwomeninPakistan’seducationallandscape. Theirstoriesofcontentment,empowerment,andresilienceofferinvaluablelessonsforeducatorsandleaders worldwide,inspiringare-evaluationofthetrueessenceofleadershipineducation.Letuscelebratethecrown thatresidesintheheartsoftheseremarkablewomen,shiningasguidinglightsintherealmofeducational leadership.
Saturday,6thJuly-13:30:(Auditorium)-Theatre
Dr.MarkGibson (OxfordBrookesUniversity),Dr.LucyBailey (UniversityofBahrain)
ThispaperanalysestheemotionalnatureofinternationalschoolleadershipthroughanempiricalstudyofinternationalschoolprincipalsrecallingtheirexperiencesofleadershipduringtheCovid-19pandemic.Thepaper contributestotheConferencethemebydiscussingtheconceptofschoolleadershipasanemotionalpractice, withleadership’spurposethenbecomingajointoneofSelfandService.Itsfocusisnotonleadershipincrisis, butonwhataparticularcrisissituationrevealedtoparticipantsaboutthenatureofleadership.
Internationalschoolsarealarge,andexpanding,typeofinstitution;thenumberofchildreneducationattending internationalschoolsgloballyissimilartothenumberofchildreninamediumsizedcountrylikeEngland.An internationalschoolisaschool,usuallyfee-paying,whichfollowsacurriculumfromoverseasofthehostnation andthemethodofinstructionisdifferenttothehostnation(frequentlyEnglish).Internationalschoolleadership differsfromnationalschoolsandneedstobeconceptualisedassuch.
Theanalysishereisbasedonsemi-structured,onlineinterviewswiththirteeninternationalschoolprincipals, eachinterviewlastingapproximatelyanhour.Theparticipantscoveredexperiencesfrom14differentcountries predominatelyfromAfricaandSouthEastAsia.TheresearchgainedethicalapprovalfromaUKuniversity.The interviewswererecorded,transcribedandemergentkeythemesidentified.
EducationalLeadershiphasbeenconceptualisedasemotionalpractice,athesiswhichhasdevelopedarich conceptualliteraturebase(Beatty2000;Crawford,2009).However,thereappearstobelittle,ifany,ofsuchliteraturethatspecificallyreferstointernationalschoolleadership,whichtheauthorspositdifferssignificantly fromnationalschools.Thispapermapsthedatatotheextantliteraturethemesoffeelingsandemotionsbeing twokindsofaffect;feelingsareinternalstateswhilstemotionsarephysiological,psychological,andemotional responsestoevents(Jamesetal,2018).Internationalschoolprincipalsleadschoolsthatareisolatedinmany waysfromthehostcountryinwhichtheyoperate(throughthecurriculum,languageofinstruction,andqualificationsoffered)andwhichserveadistinctcommunity.Theisolatednatureofsuchschoolingwasheightened duringtheCovid-19pandemicwithleadersrequiredtoleadaschooloperatingdifferentlytothehostnations’ schoolsandcommunitiesundercircumstancesofgreatstress.The feelings and emotions ofloneliness,isolation, a‘lifeontheroad’andtogetherness,wereallhighlightedintheinterviewswithparticipants,whichincluded opendisplaysofemotionastheyrecalledtheirexperiences.Thispresentationwillarguethattheexperiences ofinternationalschoolleadershipduringthepandemicdrewattentiontotheemotionalelementinherentin leadershipofsuchinstitutions.
Saturday,6thJuly-14:10:(Auditorium)-Theatre
Theconceptofhumbleleadershipcentresontheabilityofleaderstoknowtheirstrengthsandweaknesses, appreciateothersandremainteachable.Inthefaceofongoingpoliticalpressuretoconformtopedagogically inappropriateimperatives,andgrowingconcernaboutteacherretention,mentalhealthandwellbeing,this paperchallengesschoolleadersandpolicymakerstoconsiderhowtheycanpromoteharmonythroughhumble leadership.
ThispaperpresentstheresultsofdoctoralresearchintothelivedexperiencesofliminalprofessionalsinEnglish Primaryschools:NurseryandReceptionteachers.Itexplorestheirperceptionsofschoolleadersandpolicy makersandthepsychologicalimpactthecomplianceculturehasontheirmentalhealthandwellbeingona quotidianbasis.
Throughco-analysisoftheexperiencesofteachersatdifferentstagesintheirprofessionaljourney,ashared narrativeofcontemporarypracticeinPrimaryschoolsinEnglandisdevelopedandalternativepossibilitiesfor moreharmoniouswaysofworkingareexplored.
Thispaperhighlightstheimportanceofrelationshipsbasedonrespectandrecognitionofprofessionalexpertise, ofcollaborativepracticeandempoweringotherstocreateauthenticlearningexperiencesforallthoseinvolved intheeducationalprocess.
Saturday,6thJuly-14:30:(Auditorium)-Theatre
Ms.InezWilsonHeenan (UniversityofLimerick),Dr.NiamhLafferty (UniversityofLimerick), Prof.PatriciaMannix-McNamara (UniversityofLimerick)
Changeispossiblythemostconstantinthelivesofschools.Consideringtheoftenurgentandunpredictable natureofschooling,ourawarenessofandcomfortwithchangeisanimportantfactor.Thiswouldsuggest thatleadersthemselvesneedtobecommensurateandcomfortablewithchangeprocesses.Thisrequiresa broadskillssetinchangemanagementacrossarangeofstakeholdersthatincludesleadingthewholeschool community.Thispaperwillpresenttheresultsofaqualitativestudyalignedwithresearchquestions:(1)What isschoolandsystemleaders’knowledge,understandingandperceivedfeasibilityoftransformationalschool leadership(TSL)?(2)HowareTSLbehavioursmanifestinprimaryschoolsettings?
In-personinterviewswereheldwithschoolleadersin2023,withasampleof9Irishschoolprincipals,3assistantprincipalsand3schoolinspectors.Participantswererecruitedusingaproactiveandtargetedmethod; purposivesampling.NVivowasusedtocodethedata,withBraunandClarke’s(2006,2021)6phasesofreflexive thematicanalysisemployedtocreatethemesandsub-themes:(1)HowTSLisunderstood;(i)leadership,(ii) relationships,(iii)transformation,change(iv)vision,goals;(2)HowTSLisperceived;(i)aspirational(ii)people andrelationships,(iii)practicalchallenges;(3)BenefitsofTSL;(i)culture(ii)motivationand(iii)schoolcommunity;(4)LimitationsofTSL;(i)personality,(ii)structure;(5)TSLbehavioursmanifested;(i)idealisedinfluence, (ii)inspirationalmotivation,(iii)individualisedconsideration,(iv)intellectualstimulation,(v)schooldevelopment,(vi)improvingtheoffering.
Participants’positivedispositiontoTSLwasencouraging,withknowledgeandunderstandingofTSLasaleadershipstylefoundtobereasonablygood,consideringhowlittleitfeaturesinIrisheducationalpolicyandresearch andwasacknowledgedasapreferredstyleofsustainableleadership.Itwasperceivedasbeingaspirationalif notwhollyfeasiblecurrentlywithintheIrishsystem.TSLwasseentohavemanybenefitsandadvantages,with motivation,positiveculture,theschoolcommunityworkingtowardsasharedvisionandgroupgoals,trust,love andempathy,highstandardsofcommunication,leadershipcapacitydevelopmentandempowermenttolead, increasedrelationshipbuilding,growthanddevelopmentforall,collaborationandagency,foundtobesome ofthemanybenefits.Veryfewdisadvantagesandlimitationswereexpressed;withrelianceonthepersonality oftheschoolleader,andthequestionthatitmaytakemoretimetoimplement,themostrecurring.
Interviewees’TSLbehaviourswerereferencedinmanyschoolsettings,reflectingmodelsoftransformational leadershipandTSLidentifiedbyBass,Bennis&Nanus,Podsakoff,MacKenzie,Moorman&Fetter,Sun&Leithwood,andKouzes&Posner,andforthispaperweremappedontoaTSLframeworkcreatedfromthesepractices andthoseofcurrentTSLincluding:(i)Idealisedinfluenceandmodelling;(ii)Inspirationalmotivation,vision andgroupgoalsfacilitation;(iii)Individualisedconsideration,developingpeopleandenablingotherstoact; (iv)Intellectualstimulation,challengingtheprocess,andencouragingtheheart;(v)Schooldevelopment;(vi) Improvingtheoffering.
Thispapercontributestothegrowingfieldofeducationalleadershipwithparticularrefencetotransformational schoolleadershipasapractice.
Saturday,6thJuly-13:30:(Agamemnon)-Theatre
Dr.AlexanderGardner-McTaggart (TheUniversityofManchester)
Mainhighlights:
• LeadershipinsightintooneoftheUK’smostsignificantUniversity’schangeinitiatives.
• Therationalebehindflexiblelearningforsustainablefutures.
• ThestatusofTeachingandScholarshippathwaysforacademicleadership.
Abstract:
Thissessionsharesthethinking,strategy,implementationandjourneyofamajorchangeinitiativeatoneof theUK’slargest,mostresearchactive,teachingUniversities–TheUniversityofManchester.Participantswill gleananinsiderviewonwhatleadershipmeansacrossthethreefacultiesattheUK’sbiggestsinglecampus University.Ireportmid-processontheflexiblelearningprogrammeinitiative(2021-2024)as‘academictheme leadforTransnationalEducation’.
Thispresentationistoldfromtheperspectiveofateachingandscholarshipacademicandrelatestheaffordancesofanon-researchfocussedacademicactivitywithteachingandpedagogyfocusinaUniversitycurrently teaching45,000students.MuchofthenormativeperceptionsonleadingUniversitiescelebratestheteaching/researchcolleague,yetincreasinglytheteaching/scholarshipacademicpositioniscomingintoitsownas avaluablecorecontributortobothincomeandrankingexcellence.Morethanever,theyaretaskedwithhigh qualityresearchinformedteaching,demandingacademicscholarshipanddidacticexcellencewithadministration.Thispresentationreportsonthisroleasitmanifestsinleadershipatmidtohighlevel.
Atop-rankingUniversitytendstobecharacterisedbybarriersandgatekeepers,yetitsknowledgeisvaluable inchangingandimprovingthelivesofpeople,regardlessoftheirabilitytoengageinthetraditionalon-campus experience.Thisofferingreportsonthedrivetoopenupknowledgetotheworld,inmodalitiesandconfigurationsthataccommodatethosewhomaynothavetheculturalcapitaltoattainuniversityeducation,normally reliantuponcorporateorconsultancytrainings.Thefocusofthisendeavouriseducational.
Finally,todothisrequiressignificantculturechange,inanorganisationthatalreadyleadsinprovenlysuccessfulprogrammesandcourses–whychangeifitisn’tbroken?AsManchestermovesintoitssecondCentury,I outlinetheneedforchange,withreferencetoshiftsinrecentHEfundingpolicy,thegigacarbonfootprintof hundredsofthousandsofforeignstudents’flights,andthechanginglandscapeoflearningpost-covid.
Despitetheclearneedforchange,andtheonlineaffordancesavailabletous,thiscontributionwillshowhow valuablethefacetofacehumanelementremainsinbuildingrelationshipsandtrust.Regardlessofthescreen andthefibreopticcable,itisbreathingthesameairwhichbringsinnovationandcollaborationwhetherliaising withseniorleadershipfromallfacultiesandschools,workingwithteamsofprofessionalstaff,orcollaborating withfellowacademics.Inconclusion,thisofferingdocumentsthepathtowardsacoherentandclearstrategy whichisnegotiatedbetweenacentraliseduniversitychangeinitiativeandtheexistingsystemsandpersonalities ontheground.
Uponleavingthispresentation,youwillunderstandleadershipandchangeandthevalueofcollegialityand sharedvaluesaslived,standardisedandmeasurableindicesoforganisationalpractice.
Saturday,6thJuly-13:50:(Agamemnon)-Theatre
Dr.JillPerry (UniversityofPittsburgh),Dr.ElizabethReilly (CaliformiaStateUniversityChannelIslands)
ThisinvestigationexaminedhowPK-12educationalleaderscharacterizetheirworkandthemselvesas scholarlypractitioners aftercompletingtheprofessionalpracticedoctorate,theEdD.For17years,theCarnegie ProjectontheEducationDoctorate(CPED)hastackledthechallengeofdistinguishingtheEdDaspreparation thatleadstotransformativeeducationalleadershippracticeswheregraduatesareequippedwithskillsand abilitiestoblendpracticalwisdomwithprofessionalskillsandknowledgetoname,frame,andsolveproblems ofpractice;usepracticalresearchandappliedtheoriesastoolsforchange;understandtheimportanceof equityandsocialjustice;anddisseminatetheirworkinmultipleways,resolveproblemsofpracticeby collaboratingwithkeystakeholders(CPED,2010).
Ineducation,theideaofthescholarlypractitionerhasflourishedinteacherpreparation.Benham(1996)explainedascholarpractitionerisonewholearnsaboutproblems,examinesthem,andlooksforproductive solutions.Piantanidaetal.(2019)notedthetermimpliesa“wayofbeing,[or]theembodimentofamindset thatonebringstotheone’sprofessionalwork”(p.3).McClintock(2003)notedascholarlypractitionerexudes professionalexcellencegroundedintheoryandresearchandinformedbyexperientialknowledge. However,theideaofpreparingscholarlypractitionersinEdDprogramsisnew.InCPED-influencedEdDprograms,practitionersaretrainedtousethetoolsofinquiry,research,andscholarshiptobetterinformtheir leadershippractice.TheseprogramsareguidedbyasetofprinciplesthatstateEdDprogramsare:
1. Framedaroundquestionsofequity,ethics,andsocialjusticetobringaboutsolutionstocomplexproblemsofpractice.
2. Prepareleaderswhocanconstructandapplyknowledgetomakeapositivedifferenceinthelivesof individuals,families,organizations,andcommunities.
3. Provideopportunitiesforcandidatestodevelopanddemonstratecollaborationandcommunication skillstoworkwithdiversecommunitiesandtobuildpartnerships.
4. Providefield-basedopportunitiestoanalyzeproblemsofpracticeandusemultipleframestodevelop meaningfulsolutions.
5. Aregroundedinanddevelopsaprofessionalknowledgebasethatintegratesbothpracticalandresearch knowledge,thatlinkstheorywithsystemicandsystematicinquiry
6. Emphasizethegeneration,transformation,anduseofprofessionalknowledgeandpractice.
Theseskillsaremuchneededaseducationalleadersfacepressurestouseresearchevidencetoguideandimprovetheirpractice;howevertraditionallyhavebeenpoorlypreparedtodoso(Author,2021).
Thestudyasked: HowdoPK-12schoolleaderswhohavegraduatedfromCPED-influencedEdDprogramsembody theskillsofscholarlypractitioners? InvestigatorsinterviewedEdDgraduatesfromtwoU.S.programs.Framed byscholarlypractitionertheoriesandapplyingnarrativeinquiryastheanalyticalframework,theyusedthe leaders’storiesasdatatounderstandtheirlivedexperiences(Clandinin&Connelly,1994).Thefindingswillbe presentedasindividualnarrativesandaggregatedthemes/lessonsincludingtheimpactofethicsandjusticeon addressingproblemsofpractice.Additionalfindingssuggesttheimportanceofintegratingtheorywithpraxis. Thesignificanceofthestudyisguidanceforeducationalleadershipfacultywhoprepareeducationalleadersin doctoralprograms.
Saturday,6thJuly-14:10:(Agamemnon)-Theatre
Ms.SusanAlbluwi (UniversityofGlasgowSchoolofEducation)
WhoorwhatiseducationalleadershipforinthecontextoftheKingdomSaudiArabia(KSA)?Thispaperrespondstotheconferencetheme,focusingspecificallyontherolethatcommunitycollegescanhaveinrealising thestrategicambitionsofVision2023andthecriticalroleofeducationalleadersinadvancingthis.Thepaper drawsfromrecentlycompleteddoctoralresearchinSaudiArabiawhichsoughttoinvestigatethereadinessof thehighereducationsector,andcommunitycollegesinparticular,totakeforwardVision2030.
TheSaudiVision2030isaneconomicdevelopmentplanthataimstodevelopanddiversifytheeconomyand reducedependenceonoil.Awell-educatedandskilledworkforceisessentialforthisandCommunityColleges haveakeyroletoplay.TheresearchinvestigatedtheadoptionoftheAmericancommunitycollegemodelinthe KSA.Thechallengesfacedbythismodelareoutlined,andthewaysinwhichitmaybeenhancedtoalignitself withSaudiVision2030,theGovernment’snewdevelopmentplan,fromtheperspectiveofcommunitycollege stakeholders.
Baseduponamixed-methodmultileveldesign,inwhichacombinationofsimultaneouslycollectedqualitativeandquantitativedataweresubsequentlyanalysed,thepaperwilldiscussfindingsrelatedtofivekeyelementscommonlyfoundintheliterature:localization,comprehensiveness,flexibility,accreditationandtransfer.Threemainconclusionswillbepresented:first,anewcommunitycollegemodeldesignedtopromote democracy,sustainabilityandsocialjusticeinthelocalcommunity.Second,stepsthatSaudipolicymakerscan usewhenengagedinenhancingatransferredorborrowedpolicy.Suchstepscantakeintoaccountmorefully theparticularitiesoftheSaudisocioeconomicandculturalenvironment.Third,recommendationsforSaudi communitycolleges,theMinistryofEducationandtheNationalCommissionforAcademicAccreditationand Assessment.
Policy,PracticeandEffectivenesswithintheSecondary SchoolsofaSingleSystem.Applyingandextendinga multilevelmodel.
Saturday,6thJuly-13:30:(Arcoona1)-Theatre
Dr.JanetArmstrong (NewcastleUniversity)
Toofferanexplanationastowhyeducationalsystemsperformdifferently,thisstudyusedtheDynamicModel ofEducationalEffectiveness(DMEE)toexploretheeffectivenessandequitydimensionsofeducationalquality byexaminingthelearningandlearningenvironmentvariablesattheclassroom,school,andsystemlevels. ThiswasinthecontextoftheGuernseyFederationofStateSecondarySchools(GFSSS).Hence,examiningthe necessityforeducationalsystemstoconsidertheireducationalpurposeandtoreconceptualiseeducational improvementasaholistic,integrated,evidence-basedapproachthatpromotesthelearningoutcomesofall students(effectiveness)whilereducingthedifferencesinstudentlearningbetweengroupsofstudentsfrom differentbackgroundcharacteristics(equity).
Thisquantitativestudyemployedthreetypesofinterconnectedresearchmethodsthatwerestructuredobservation,questionnaires,anddocumentanalysis.Theaimwastouncoverthebreadthofvariance,contributorsto, anddifferencesineducationalquality,whichwouldcontextuallyinformpolicyandpractice.Thus,synergising thefieldsofeffectivenesswithimprovement,andtherebyfurthertestingtheDMEEasanapproachtoadaptive educationalimprovement.Toprovideamoreenrichedpictureofthelessonsobserved,acombinationoflow inferenceandhighinferencelessonobservationinstrumentswereusedtoobservetwenty-nineteachers,in fifty-eightlessons,acrossthefour-statesecondaryschools,regardingtheteacherfactorsoftheDMEE.Ateacher questionnaireandastudentquestionnairewereusedtoquantifytheattitudesandopinionsofthirtyteachers and435studentsacrossthefourschoolstogainthemeaningofbehaviours.Thepurposewastoanalyseteacher perceptionsofleadershipdecisionmakingandthestudentperceptionsoftheteachingtheyexperienced.Both methodswereaccompaniedbytheanalysisofthreetypesofdocuments,whichfocusedontheteaching,the creationofalearningenvironment,andtheirevaluationattheclassroom,school,andsystemlevels.
InthecontextofGFSSS,thekeyfindingsofthestudyacknowledgeself-evaluation,externalvalidation,policymaking,distributionofleadershipandthecentralityoflearning,acrossalllevelsofaneducationalsystem, asthekeyenablersforimprovingprofessionallearning,organisationallearning,andschoolcapacity.Atheoreticalperspectiveonlearningandanunderstandingofthecontextualknowledgebasewashighlightedasa prerequisitefordevelopingpedagogy,linkingthepracticeofteachingwithteacherinquiry,asaprimarydriver oforganizationallearning.Thestudyadvocatescollaborativeengagementandgreaterdiscoursebetweenacademics,practitioners,andpolicymakerswithinandacrosseducationalsectors.
Saturday,6thJuly-13:50:(Arcoona1)-Theatre
Sincethe19thcenturytherehavebeensignificantdevelopmentsinthewiderroleofschoolgovernance,asthe educationallandscapeintheUnitedKingdomunderwentaseriesofreforms.Overtheyears,theroleofaschool governorhasevolvedandadaptedtotheever-changingeducationalenvironment,withmoderngovernorsnow facingincreasinglycomplexanddemandingresponsibilities.Asgoverningbodieshavegainedmoreautonomy, theyhavebeenheldtohigherlevelsofaccountability,whichhasinpartledtoashiftfromastakeholder-based modelofgovernancetoamoreprofessional,skills-basedmodel.Ultimately,thishasresultedingoverning bodiesactivelyrecruitingindividualswithpre-existingskillsetstoserveasgovernors.However,thequestion arisesastowhethertheseexisting,externalskillsareadequatetofulfiltheroleexpectedorwhetherthereisa potentialneedforadditionaltrainingtoequipthemforthegrowingprofessionaldemandsoftheirrole. Toaddressthesequestions,theresearchadoptedamixed-methodapproach,exploringtheperceptionsofboth governorsandseniorleadersregardingtherolegovernorsplayinmoderngovernance.Anaimofthestudy wastoidentifycurrentgovernortrainingprovisionandidentifywhatworkedwell,whatwasineffective,and whatwouldpotentiallybebeneficialinsupportingthedevelopmentofgovernorsasakeypartneriseffective schoolleadership.
Saturday,6thJuly-14:30:(Arcoona1)-Theatre
Dr.RehanaShanks (SchoolofEducation,UniversityofGlasgow)
ThisismypersonalstoryofHeadship.Totellthatstory,Iuseautoethnographytoscaffoldmyresearchjourney asaservingHeadteacherwhohasundertakenanEdD.InthisstoryofHeadship,Ishare‘mywayofbeingand knowingabouttheworld’(Thomson,2009,p.1)intwoHeadshipsspanningadecadeinScotlandandHong Kong.ThekeylearningfrommyDissertationistheimportanceoftheorytopracticeandviceversaovertime. TheDissertationaimstoreflecttheprocessoftakingthetimetounderstandmyselfasanindividualkeento serveandtothinkfreely.Whilethismaysoundstraightforward,itisnot.Itischallengingtounpacktheself, particularlywhenyouwearmanyhats,inmycasethoseofamother,partner,Headteacher,colleagueand friend.Iexplorefeelingvulnerable,withaparticularunderstandingofvulnerabilityfollowingNusbaum(2004) inallareasofmylife,butmainlyinthecontextofcollaborationwithotherleaders.Ireflectonfeelingoutsideof theloopevenwhenthatpositionwascentraltomycollaborativeworkandmyleadingfromwithinthesystem. IreflexivelyunpackmyidentityandbehavioursinthespacesinwhichIoperate,usingNussbaum’s(2011)CapabilitiesApproachtoconsidermyexperiences,includingthepossibleimpactofthoseonothers.Tostructure mytellingofthisjourneyandrecountmyreflections,IuseaframeworkoffourElements-Learning,Methodology,Theory,andUnderstandings.ThisframeworkisconstructedusingthecentralideasoftheCapabilities Approachandisdesignedtohelpmeanswerthequestion:‘WhatcanIdoandbe?’(Nussbaum,2011,p.18)and explicitlytoaddressmyresearchquestion:‘WhatamIabletodoandbeasaHeadteacher?’.Simultaneously, theframeworkisdeployedtoensurethe‘CombinedCapabilities’(Nussbaum,2011,p.21)areaddressedforme asanindividualaspiringto‘educationalgrowth’followingDearden(1968,p.25,1972,pp.65-84).Theconceptof educationalgrowth,accordingtoDearden’sperspective,emphasisestheimportanceofpersonaldevelopment througheducation(Dearden,1968,p.25).Deardenviewsgrowthasasymbolicimagethatholdssignificant meaningandemotionalappeal(Dearden,1968,p.25).Dearden’sideaofgrowthisdistinctfromtheideaof moulding,asithighlightstheindividual’sabilitytodeterminetheirowndefinitionofgrowthandcreatetheir ownuniquesynthesis(Dearden,1968,p.25).IrelategrowthtoNussbaum’sconceptofflourishing(Nussbaum, 2004,p.19)andconnectittomyownpersonaldevelopment.
Myeducationalgrowthand‘decisionalcapital’(Hargreaves&Fullan,2012,p.5)asaservingHeadteacher areopenforobservationaspartofthecriticalreflexiveprocessofunpackingmyHeadships.TheHeadship journeyitselfisconstructedaccordingtothreestagesofmypersonaldevelopmentandisbothchronological anditerative.Foreachstage,IdrawonaparticulartheoreticalinfluencerelatedtotheEdDandstagesof learning.IconcludemystorybyconsideringotherHeadteacherstudiesandcomparingthesewithmyown.
LeadinginruralandremoteAustraliaandSweden-an analysisoftheeducationcomplexinruralandremoteearly childhoodeducationacrosscountries
Saturday,6thJuly-13:30:(Creation)-Theatre
Dr.LeanneGibbs (CharlesSturtUniversity),Dr.SandraLund (InstitutionofEducation,MidSwedenUniversity)Earlychildhoodeducation(ECE)caninfluencechildren’soutcomesanddevelopmentaltrajectories.Leadership withinsettingssignificantlyenhancesthequalityofECEand,therefore,outcomesforchildrenandfamilies. However,accesstoearlychildhoodeducationinruralandremoteareasworldwideislimited,thusperpetuating inequalityandlimitingchildren’srighttoECE.Furthermore,leadershippracticewithinthesesettingsisalso constrainedbytheprevailingpolicyandfundingsettings.
Thispaperpresentsacomparativestudyexploringandanalysingthecontextandcomplexityforleadingearly childhoodeducationinruralandremoteareasofAustraliaandSweden.Suchastudyishelpfulinidentifyingpatterns,anomaliesandoutliersconcerningworkforcesustainability,availabilityofresourcingandpolicy contextsforruralandremoteregions.Opportunitiesforchangeandtransformationarethusrevealed.
Torevealtheseopportunities,wehavechosentoexaminethejurisdictionalconditionsforruralandremote ECEleadershipdevelopmentthroughthetheoreticallensofthetheoryofpracticearchitecturesandtheeducationcomplex(Kemmisetal.,2014).Theeducationcomplexreferstofiveeducationalpracticesthathavearisen inresponsetomassschooling.Similarly,thefiveinterrelatedcorepracticesandarrangementsemergeinresponsetotheriseofearlychildhoodeducationandthecontextwithinwhicheducationoccurs.Thefivecore practicesarechildren’slearningandpractice,pedagogy,professionallearning,educationpolicyandadministration,leadershipandresearchandqualityassessment.Throughthisexamination,weidentifyopportunities fortransformationthatpotentiallyenhanceleadershipemergenceandpracticeandchildren’saccesstohighqualityeducationinruralandremoteregionsinAustraliaandSweden.
Thispaperalsoprovidesacontextforafuturestudyofleadershipdevelopmentinearlychildhoodeducation withinruralandremoteregions.ThestudyinvestigatestheconditionsandarrangementsforleadershipdevelopmentinruralandremoteAustraliaandSweden.
Saturday,6thJuly-13:50:(Creation)-Theatre
Dr.EvangeliaPapaloi(HELLENICOPENUNIVERSITY),Dr.AikateriniBalasi (UNIVERSITYOFWESTERNMACEDONIA),Prof. GeorgiosIordanidis(UNIVERSITYOFWESTERNMACEDONIA)Nowadays,modernorganisationsshouldrespondtodiverseandmulti-levelchallenges.Thisrequires leader’sethicsandintegritythatpositivelyaffectemployees’performance,reduceworkplacedevianceand counterproductivebehaviour,andpromotessubordinates’moralengagement,self-improvement,andselffulfillment.Ethicalleadership_(EL)referstoanethicallycorrectbehaviourthatispromotedandreinforcedthroughmeaningfulleader-subordinatecommunication,humanity,andjustice,aimingatorganisation’s sustainability/effectiveness/well-being.Sincethereisnolegalframeworkforethicsinthefieldofeducation, educationalELreferstoasetofprinciplesandvaluesthatguideleaders’decisionmaking,moralandethical actions,andadherencetoequity,justice,andrespect.However,themainquestioniswhetheritispossiblefor schoolleaderstoinvestontheethicalaspectsofleadershipandprioritisetheschool’sethicalrolewithinuniform andcomplianteducationalsystemswithadministrativedirectives.Therefore,thisstudyaimedtoinvestigate theethicalleadershiptraits(ELTs)inthefieldofeducationinEurope,throughschoolteachers’perspectives.Our researchquestionsare:1_WhataretheprimaryELTsperceivedbyteachers?2_Towhatextendschoolleaders’ behaviourisperceivedasmoralbyteachers?3_DoteachersfromvariousEuropeancountriesaffirmasimilar perceptionofethicalleadership?
AquantitativeresearchalongsixEuropeancountries(Greece,GreatBritain,Germany,France,Italy,Spain)was conducted.Thesampleconsistedof451primaryandsecondaryteachers(243fromGreeceand208fromother Europeancountries).ThecomparisonwasbasedontheGreekschoolsystem,themostcentralisedamongthe 68countries.Study’stheoreticalframeworkandquestionnairewerebasedon27ELTs.Cronbach’salpha(>0.96) confirmedthereliabilityofourquestionnaire.
Ourresultsindicatethatteachersaffirmedthateducationalleadersareethical,placinggreatimportanceon theethicalaspectsoftheirroles.Irrespectiveoftheirworkplace,theyemphasisedcorevaluessuchashonesty, sincerity,integrity,altruism,trust,rewardingethicalcontributions,andmoralresponsibility,whilegreenpolicy implementationwasthelowestrated.InallparticipatingEuropeancountries,schoolunitsareperceivedby teachersasdynamicsystems,focusedonorganisationalefficiencyandwell-beingratherthanpredefinedgoals setbycentraladministrationandbureaucraticbodies.Additionally,schoolleadersseemtoactbeyondthe concretestandardsoftheirinstitutionalrole,placingthemselvesinawidercontextbasedonhumanexistence, knowledge,andschoolsuccess,ethicalnorms,values,andmoralresponsibility.Hence,theyappeartohave bothmanagerialknowledgeandethicalcharacteristicstocopewithemergingcomplexconditions,prioritising theschool’sethicalroleinaconstantlychangingenvironment.Moreover,inallparticipatingcountries,no statisticallysignificantdifferenceswerefoundacrossschoolandindividualvariablesandELTs,indicatingthat schoolmembersareconvincedthatethicalityisstronglyrelatedtoorganisationalefficiencyandeudaimonia. TheonlydifferenceswerefoundinGreekschools,acrossELTs,teachers’sex,andeducationalinstitutions’type. OurfindingssuggestthatwecanbeoptimisticabouttheELcultivationinthefieldofeducationinEurope, conceptualisingitasacatalystofschooleffectiveness/prosperityandan“antidote”to“darkside”ofleadership. Implicationsariseforeducationalleaders,practitioners,decisionmakers,professionaltrainingproviders,and researchers.
Saturday,6thJuly-14:10:(Creation)-Theatre
Dr.AinGrooms (UniversityofWisconsin-Madison),Dr.JoshuaChilds (UniversityofTexasatAustin),Dr.AprilPeters-Hawkins (UniversityofHouston),Dr.EligioMartinez,Jr. (CaliforniaStatePolytechnicUniversity,Pomona)
Whileprincipalsareimportantcatalystsforspurringeducationalimprovement(DeMatthews,2018),principals canalso—sometimesunintentionally—reinforcepoliciesandstructuresthatfurthermarginalizeminoritized studentpopulations(DeMatthews&Mawhinney,2014).Equity-mindedprincipalsmusttakeresponsibilityfor tacklingsystemiceducationalproblems(Malcolm-Piqueaux&Bensimon,2017).Changingcommunitycontexts, complexpoliticalsystems,andemergingsocietalstructuresrequireresearchthatexploreshowschools(and theirleaders)operateandrespondtocompetingexternaldemandsandpressures.GuidedbyYosso’s(2005) conceptofCommunityCulturalWealth,weexplorethefollowingresearchquestionusingaqualitativecrosscaseanalysis: Howdodistricts’socioculturalcontextsshapethewaysdistrictleaderscreateandsustainpolicies andpracticesdesignedtosupporteducationalequity?
Thisstudyofeighturbanschooldistricts(withenrollmentrangingfrom45,000-100,000students)acrossthe UnitedStateshighlightshowequity-centeredleadershipisinfluencedbycultural,social,political,andeconomic contexts.Thesedistrictsareparticipatinginamultiyearinitiativesupportingthedevelopmentofsustainable equity-focusedprincipalpipelines.Relyingondatacollectedbetween2021and2023fromover60individualinterviews(withparents,communitymembers,andotherstakeholders,totaling60-90minuteseach),relevantpolicydocuments,anddistrict-specificmediaarticles,wefoundthataschooldistrict’shistoryandcontextshaped itscommitmenttoleadershipdevelopmentandtheoverallimplementationoftheequityinitiative.Specifically, theanalysesconductedbyourresearchteam(4facultyand3graduatestudents)highlightrelevantfindingspertainingtodistrictimplementationoftheinitiative,relatedtosupport,investment,innovation,anddisruption ofsystemicinequities.
Further,preliminaryfindingshighlighttwokeythemes.First,althougheachdistricthasitsownuniquehistory, thereweremoresimilaritiesthandifferencesacrossdistricts’recenthistories.Forexample,studyparticipants discussedsimilareventsinrecentyearsthathaveshapedtheircurrentinteractionsandrelationshipswiththe broadercommunity.TheseincluderesponsestoCOVID-19,protestsforracialjustice,localandnationalelections,ongoingfundingchallenges,andgunviolence.Second,participantsofferedsimilarexamplesofopportunitiesforchangethatemergedfromnavigatingsomeoftheserecentevents,namely:developingaccurateand appropriatecommunicationwithfamilies,creatingfeedbackloopsforfamilies,makingeventsaccessiblevia multipleoptions,andensuringthatschoolanddistrictleadersexhibitcompetenceinsocialjusticeandcultural awareness.
Yosso(2005)remindsusthatcommunitiesofcolorhavevariousformsof(overlooked)capitalthatcantransform thetraditionalstructureofschooling.Thesepreliminaryfindingsindicatethatwhileallparticipantsexpressed aninterestinandcommitmenttoracialequity,districts’effortshavebeen—andcontinuetobe—influenced bypolitical,fiscal,humancapital,andlocalcommunityfactors.Educationalleadersareoftenexpectedtobe driversofeducationalchange,andthisstudyadvocatesfortheinclusionofdistricts’historiesandcontexts–andkeycommunitystakeholders–asvitallearningtoolsfordecision-making,resourceallocation,andpolicy developmentandimplementation.Findingsalsohighlighthowdistrictleaderscanlearnfromthefamilial, navigational,andaspirationalcapital(asdefinedbyYosso,2005)exhibitedbyparentsandcommunitymembers todeveloptrueequity-mindedapproachestoeducationalleadership.
Saturday,6thJuly-14:30:(Creation)-Theatre
Dr.ChrisLewis (NationalAcademyforEducationalLeadershipWales)),Mrs.TegwenEllis (NationalAcademyforEducational Leadership(Wales))
ThesupplyofschoolleadersfacessignificantchallengesinWalesandacrosstheUK.Thissituationhasbeen exacerbatedduringtheCOVID-19pandemic.Fewermiddleleadersareaspiringtobecomeseniorleadersand headteachersandmoreteachersareleavingtheprofession.Thesesupplyissueswillultimatelyaffectpupils’ experiencesandoutcomes.
Thismixed-methodsresearch,conductedforthe[authors’institution]bythe[independentresearchorganisation]andthe[independentresearchorganisation],aimstobroadentheevidencebaseontheexperiencesof seniorschoolleadersinWalesandonthefactorsthatimpactrecruitmentandretentioninthoseroles. TheresearchisbasedonareviewofexistingquantitativedataonthesupplyofseniorschoolleadersinWales, aswellasqualitativeresearchwithschoolleaders.
Weconducted:
• 28interviewswithseniorschoolleaders,including19currentand9formerseniorleaders;
• 2focusgroupswith‘future’seniorleaders,includingmiddleleadersandteachers;
• Scopingdiscussionswithstakeholdersfrom9LocalAuthorities(LAs);
• 2co-designworkshopswithschoolleadersandotherstakeholders.
Ourquantitativedatareviewfoundthat:
• Thecompositionoftheseniorleadershipworkforceinall-throughandsecondaryschoolsinWaleshas changedovertheyearswiththenumberofassistantheadteacherrolesincreasingdramatically.
• ThecompositionofschoolseniorleadershipdifferssubstantiallyacrossregionsandLAs.
• Overthelastdecade,thenumberofapplicantsperseniorleadershipvacancyhasvariedwidelyacross secondaryandall-throughschools,withsomeindicationsofarelationshipbetweenruralityandshortage ofcandidates.
• Onlyfouroutofthe15yearsanalysedhadsufficientsupplyofsuitablecandidates.Themostrecentyear withdataavailable,2021,isoneofthemostmarkedinthisrespect.
• DifferencesinquantityversussuitabilityofapplicantsaremorepronouncedinsomeLAs,withrurality againafactor.
• TurnovervariessubstantiallyamongLAs.
• Welsh-mediumvacancies(particularlythoseintheprimarysector)areconsistentlyhardertofill.
• Seniorleadersaregettingolder,withthenumberofseniorleadersaged50to59increasingsince2019 andthenumberaged30to49decreasing.Thissuggeststhathigherproportionsofturnovermightbe witnessedinfuture.
Ourqualitativefindingshighlightthefollowingthemes:
• Theroleofheadteachersisanimportantfactor,whichcaneitherenableorrestrictprogressionofstaff intoseniorleadershiproles.
• Formaltrainingisvalued,butofteninsufficienttopreparecandidates.Opportunitiestolearn‘onthejob’, throughthedelegationofleadershiptasks,aswellasthroughlearningfromotherschools,aretherefore valued.
• Otherbarriers(realandperceived)toprogressionintoseniorleadershipincludealackofrepresentation, alackofconfidence,andnegativeperceptionsofseniorleadership.
• Current,formerandpotential‘future’leadersdescribedseveralaspectsofseniorleadershipthatthey viewashighlypositiveandrewarding.
• Themainchallengesarehighworkload,poorwork-lifebalance,asenseofisolationinleadershiproles, excessivebureaucracyandadministrativeresponsibilities,limitedfunding,therolesnegativelyimpactingonthehealthandwellbeingofseniorleaders,anduncertaintiesaroundretirementandpensions.
Saturday,6thJuly-13:30:(Inspiration2/3)-Theatre
Dr.SeanSchinella (UniversityofGeorgia)
ThepurposeofthisactionresearchstudywastodesignandimplementaRestorativePractice(RP)approachto disciplineinonesuburbanmiddleschool.ThisstudyfocusedontheroleofthePrincipal,theAssistantPrincipal,andtheEvaluationandAssessmentCoordinator.Itfurtherincludedthe6th-gradeteachersofEvergreen MiddleSchool(EMS),whoservedastheprimarydesignersandimplementersofRP.Theactionresearchteam, consistingofschoolleadersandteachers,soughttouseRPtostrengthentheteacher-studentrelationship(TSR), whichaimedtoreducestudents’lossofinstructionduetoplacementinIn-SchoolSuspensionandOut-of-School SuspensionaswellasaddressingEMS’suseofprogressivedisciplinerootedinZero-TolerancePolicies. Tosuccessfullyaddressthepurposeofthisactionresearchstudy,thefollowingresearchquestionsprovided guidance:
1. 1.HowdoesanactionresearchteaminonesuburbanmiddleschooldesignandimplementRestorative Practicesinanalreadyestablisheddisciplinepolicy?
2. 2.HowdolocalschoolleadersdescribetheprocessesandbehaviorsneededtoimplementRestorative Practiceswithinthe6th-gradeclassroominasuburbanmiddleschool?
3. 3.HowdolocalschoolteachersdescribetheimpactthatRestorativePracticeshadontheteacher-student relationship?
TheactionresearchconductedfocusedonthepositiveeffectofRPontherelationshipbetweenteachersand students,reducingstudentsuspensionsfromtheclassroom.ApositiveTSRcreatesahighersenseofself-efficacy fortheteacherwhenimplementingclassroomnormsaswellastoleratingandde-stimulatingstudentbehaviors. Thetheoreticalmodelrelatedtotrustand,morespecifically,relationaltrustprovidesacomprehensivelens throughwhichtoviewtheworkofthisactionresearch.Relationaltrustprovidesanexpectationregarding behaviorsthatsymbioticpartiesshouldhavetoachieveahigh-functioningrelationship.
UsingRelationalTrustasalenstoviewandguidetheresearchquestions,thisstudydemonstratedhowthe leadersandteachersdescribedthebehaviors,processes,andimpactsthatRPhadontheTSR.Thisstudygained theinsightofleadersdescribingtheprocessesandbehaviorsneededtoimplementRP.Thesebehaviorsincluded notonlytheabove-mentionedneedsbutalsothebehaviorsnecessaryforteachersmovingfromdisciplinedone tostudents(FreudianTheory)todisciplinedonewithstudents(AttachmentTheory).Thisshiftindiscipline requiredapedologicalshiftinthethinkingofleadersandteachers.Regardingteachers,thisstudyascertained theirperceptionofRPandtheTSR.Theirinsightwouldbepivotaltothecontinuationofthisstudyasitseeksto expandtotheentiretyoftheschoolduringthenextfewyears.
Lastly,thisstudydemonstratedhowleadersandteachersimplementedRPwithinestablisheddisciplinepolicies. LeaderswereabletoprovideinsightintohowtoprovideRPinlieuoftraditionalsuspension-basedpunishments. WhenintegratingRPintodisciplinepracticesalreadywithintheschool,therewasaneededcollaborationamong theleadersandteachersattheschool.TeacherswerevocalaboutneedingRPtobesomethingthatdidn’tfeel likesomethingelsethatwasbeingdonebutsomethingthatwasanaturalpartoftheday.
Saturday,6thJuly-13:50:(Inspiration2/3)-Theatre
Dr.TammiDockett-Wilson (Children1stEducationalConsultingFirm,LLC)
Students’social-emotionaldevelopment(SED)impactstheiracademicgrowthandlivesbeyondschool(Locklear,2020).Therefore,studentsshouldreceivesupportindevelopingtheirsocial-emotionalcompetencewhile receivingacademicinstruction(Yoder,2014b).Onesuggestedwaytoaccomplishthisgoalistoprovideteachers withknowledgeaboutsocial-emotionallearning(SEL),followedbysupportingthemthroughtheirSELimplementations(Ferguson-Patrick,2010).ThisImprovementScienceresearchutilizedaconvergentmixedmethods interventiondesigntointeractwiththesixprimaryteachers(KindergartenthroughGrade5)inaruraldistrict inthesouthernregionoftheUnitedStates.Utilizingthebehaviortheoryframework,specificallythesocial environmentandsocialcognitivetheoreticalframeworks(Bandura,1989,2018;Kwonetal.,2021;Stankovet al.,2021),theresearcherprovidedpersonalizedprofessionallearningandreflectivecoachingpracticesessions tosupporttheresearchpartners’implementationofcooperativelearningstrategies,whichwastheselected instructionalpracticethatsupportsSEL.
Theproblemrequiringdeliberationinthisstudywastheabsenceofteachers’practicesthatsupportstudents’ SED.Usinganexploratorycasedesign,Iengagedindocumentreview,classroomobservations,andsemistructuredinterviewstoverifytheperceivedproblemofpractice.Theseprimarysourcesofinformationfor thisimprovementscienceinquiryassistedtriangulationforconvergenceandcorroborationoftheresearch findingstounfoldsystematicallywhenanalyzingthesources(Glesne,2016;Yin,2014).Usingabductivereasoning,sixgenerative mechanisms emergedascausalregularitiesthatimpactedthelearningenvironment.These mechanismsincluded1)social-emotionallearning,2)teacherdisposition,3)accountability,4)lessonplanning, 5)disruptivestudentbehaviors,and6)classroommanagement.Elaborationofeachmechanismprovideddetailsthatsupporteda“mindmovie”thatallowedanimagetocyclerepeatedlythroughouttheresearchprocess. Thismindmoviecenteredthefocusontheresearchontheproblemofpractice–theabsenceofteachers’practicesthatsupportSED(Clark&Paivio,1991;Paivio,2007).Threerecommendationsemergedtosupportthe schooldistrictasdistrictleadersexploredaddressingteachers’practicessupportingSEDofstudents,including studentself-assessment,academicpress,andcooperativelearning.Self-assessmentandself-reflectioninvolve tasksrequiringthestudentstolookattheirworkandassessitatadeeperlevel.Academicpressandexpectationsentailpresentinglessonstosupportandchallengethestudentstoapplythemselvesandexcel.Cooperative learningrequiresstudentstoworkwitheachotherthroughvariousstrategiesthatcreatepositiveinterdependence,elevateindividualresponsibility,promoteothers’successes,applyinterpersonalandsocialskills,and developgroupprocessing(Estaji,2016;Wattanawongwanetal.,2021;Yoder,2014a).
Thisresearchissignificantinthatitprovidesanexampleofhowtotransfertheoryintopracticespecificto theeducationalenvironmentwiththeabilitytodriveinnovationandsolvecomplexproblemsofpractice.I usethisexampletodiscussthepossibilityofusingimprovementsciencetoprovideastructuredapproachfor schoolsanddistrictstorefinetheirpracticescontinuously,respondtochangingneeds,andbetterservestudents. Additionally,Idiscussthealignmentwiththeideathateducationisanevolvingfieldthatbenefitsfroman evidence-basedcriticalleadershipapproachtoimprovements.
Saturday,6thJuly-14:10:(Inspiration2/3)-Theatre
Ms.BiancaShinn (SacredHeartUniversity)Districtleadersmustsufficientlyexplorestudentvoicesintheeducationalinequitiesofschoolsuspension,especiallyamongstudentsofcolor.Thedisproportionatesuspensionrateamongstudentsofcolorinalocalschool districtinConnecticutisalarmingandharmingstudents’educationalexperience.Theschooldistrictincreased staffsupportandintroducedrestorativeinitiativesinallhighschools.Despitetheseadditionalresources,disproportionalityindisciplineexistsasapersistentproblem.Throughanecdotalinformationgathering,Itheorizedthatstudentvoiceisabsentfromdevelopingstrategiestocreateaninclusiveenvironment.Therefore,the aforementionedresourcescountasactionsdonetostudentsratherthanwithstudents.Theexclusionofstudent voicesbecomesaproblemofpracticethatsuppressesstudentagency.
Thetheoryofaction-guidingthisresearchisasfollows:
Ifweincludestudentvoiceintheverificationoftheproblemofpracticealongwithhavingstudentsaspartners inshapingandinfluencingtherules,policies,andpracticesrelatedtodisciplinarymattersintheschool,then studentswillnaturallyrespondtoaninclusivelearningenvironment.
Thisprojectaddressesthedisproportionatesuspensionratesofhighschoolstudentsofcolorwithastudentcenteredadvocacymodelusingahealing-focusedsocialjusticecampaignthathighlightsthedistrict’sracially unbalancedsuspensionpractices.Theproposedstudent-centeredadvocacycampaignwillhavethefollowing goals:
• Increasestudents’interestincivicengagement.
• Usestudents’newfoundadvocacyforchangeintheschoolclimate.
• Improveschoolclimateandheightenmeaningfulopportunitiesforstudentstoparticipateininstitutional change.
• Increasestudents’knowledgeofeducationalinequitiesandsocialjusticeissuesofraciallyunbalanced suspensionratesattheirhighschool.
Theresearchprojectwillengageinatwo-stepprocess.Thisportionoftheresearchexplicatesverificationof theproblemofpractice.Verificationoftheproblemofpracticeisanessentialstepintheresearchandproblemsolvingprocess.Itinvolvesconfirmingthattheissueorchallengeidentifiedisalegitimateandsignificantproblemthatneedsattention.Theverificationprocesshelpsensuretheproblemiswell-defined,andtheproposed solutionsarebasedonaccurateandreliableinformation.Additionally,thisresearchprojectwillelevatestudentvoicesinchoosingactivitiesthatwillempowerstudentstotakeownershipoftheirlearningandprovide opportunitiesforstafftosupportandguidestudentsintheirendeavors.Thefinalstepoftheverificationprocess willbetoworkcollaborativelywithstudentsandadultstoco-createa Student-LedEmpowermentProgram tosupportstudentvoicesforadvocacyandownership.
Thisresearchprojectissignificantinthatitdemonstratesaprocessofauthenticallyincludingstudentsaspartnersineducationandempoweringstudentstodevelopagencyandadvocacy.Furthermore,itexpressesthe essentialnatureofestablishingyouth-centeredapproachesandenvironmentsthatfocusongatheringtheirdirectexperienceandperspectivesonthesocialissuesimpactingtheirlivesandothers.
Saturday,6thJuly-14:30:(Inspiration2/3)-Theatre
Ms.BláthnaidBreslin (UniversityofLimerick),Prof.PatriciaMannix-McNamara(UniversityofLimerick)
Thestudyofleadershipstylesandtheoryisawell-establishedareaofresearch.However,therealityofeducationalleadershipisoftenatoddswithtidymodelsofleadershiptheory.Thisworkputsforwardtheargument foramoreholisticviewofeducationalleadershipontheground.Italsopresentstheuseoftheaestheticasa pedagogicaltooltosupportdeeperanalysisanddiscussionoftherealitiesofeducationalleadership.Inutilisingartifactsasapedagogicaltool,theresearchersshowthatthevisualcanyieldrichinsights.Whenpresented withartworksratherthantheoreticalmodels,thereisafreedominpresentingdifferingviewpointsthatmay nototherwisefindspace.Theauthorsconcludethatprovidingvisualpromptsintheformofartifactscansupportanopenandhonestexplorationoftherealityofeducationalleadershipotherwiseconfinedbytheoretical frameworks.
Recognitionofthefluidityofleadershipandthesupportofdiscussionofsamewouldyieldrichinsightsfrom bothservingleadersandthosewhoworkwiththem.Whileleadershiptheoryisnodoubtrelevantthereisless focushowever,ontheimpactofworkplaceculturesandtheinterpersonalandorganisationaldynamicsthat influenceleadershipasapractice,ratherthanwithleadershipasaconstruct,thelatterbeingmoreprevalent inleadershipdiscourse.Inreality,thesuccessofleadershipstrategiesisdependentonthewillingnessofthose withintheorganisationtoacceptandsupporttheleader’sposition.
Theapproachtakentothisworkisanewandinnovativeresearchapproachtothestudyofeducationalleadershipandschoolculture,drawingbothfromarthistoryandfromleadershiptheory;formalanalysis(pure description),sociologicalandiconographicalanalyticalapproacheswereblendedtoprovidearigorousanalyticalframeworkforthechosenartefactsforthisresearch.
Theauthorspresentedaselectionofpaintingstoeducationalleadershipscholarstogarnertheirthoughtson howtheimagesspeaktotheroleofleader.Onceconfidentthatarigorousanalysiswasconductedtheresearchersthenmappedtheirinterpretationstotheirexperienceandknowledgeofleadershiptheoryandpractice.Theythentestedtheseinterpretationswithtwoacademicexpertsinleadershiptheoryandfinallythen setouttheinterpretationsagainstthecurrentthemesinleadershipdiscourseandthisiswhatfollowsinthis presentation.
Theauthorsbelievethatthismethodfordiscourseandanalysiswilladvanceacademicunderstandingofthe livedexperiencesofeducationalleaders.Itwillsupportbetterunderstandingoftheroleofeducationalleadershipbygovernmentandpolicymakersandalsobyaspiringleadersandstaffwhomaynotaspiretoleadership roles.Theyfurtherbelievethatsuchunderstandingwillmitigateagainstconflictwithinthoseorganisations.
Whatdo(n’t)PISA,TIMSS/PIRLS&TALIStellusabout educationalleadership?
Saturday,6thJuly-13:30:(Innovation)-Theatre
Prof.DanielMuijs (Queen’sUniversityBelfast)Large-scaleinternationalcomparativestudies(LISA’s),suchasPISA,PIRLS/TIMSSandTALIS,exerciseasignificantinfluenceoneducationalthinkingandespeciallypolicy-makingacrosstheworld(Michel,2017;Santos& Centeno,2023).Whilemainlyknownfortheirstudenttestingandcountryrankings,allattempttocollectdata onfactorsthatinfluenceeducationaloutcomesaswell.Leadership,seenasakeyinfluencerofstudentattainment,isoneofthefactorsincludedinthesestudies.Inlightoftheirinfluence,itisthususefultoconsiderhow thesestudiesframeleadership,andwhattheirkeyfindingsare. InthispresentationIwillthereforelookatthefollowingresearchquestions:
1. HowdoLISA’sdefineeducationalleadership?
2. Whattheoreticalframeworksandevidencedotheydrawon?
3. Whatcan(‘t)thesestudiestellusabouteducationalleadershipinternationally?
InthispresentationwewilllookathowleadershipisconceptualisedinTALIS,TIMMSS/PIRLSandPISA,what thekeyfindingsfromthesestudiesare,andhowthecurrentconceptualisationanduseofleadershipinthe leadershipcorrespondswithcurrentinsightsonleadershipineducation.
Themethodologycontainstwomainelements:
1. AliteraturereviewofallpapersrelatingtoleadershipusingTIMSS,PIRLS,PISAorTALISdatafromTIMSS 1995toPISA2022.
2. AnadditionalanalysisofdatafromPISA2022tobeconductedfollowingreleaseofthedatainlate2023.
Firstly,findingssuggestthattheframeworksusedreflecttheestablishedorthodoxyineducationalleadership researchintheiremphasisoncoregenericaspectssuchastransformationalanddistributedleadership,with criticalperspectivesgenerallyabsent.
Secondly,wehaveovertimeseenareductionintheattentiongiventoleadershipintheLISAstudies.This reflectsthegrowingimportanceof,andthereforeattentionon,additionalfactorssuchasdigitaleducation, diversityandmobilityasreflectedinthestudies,butmayalsoreflectthefindingsdiscussedbelow.
Thirdly,resultswithregardstotheimpactofleadershiphavebeendisappointing.Thereislittleinthestudies summarisedabovethatwouldsupportanemphasisonleadershipasafactorthatcanhelpexplaindifferences inpupilattainment.Thesefindingsthereforesomewhatcontradictthebulkofresearchconductedoutwiththe LISAstudies(e.g.Hallinger&Kulophas,2020),whichmaybeduetotherestrictedsetofitemsinthesurvey,or reflecttheculturallycontextualnatureofeducationalleadership,whichdiffersacrosscountriesinthesestudies. itispossiblethattherigorousmeasuresusedinLISAimposeconstraintsthattheexistingleadershipstudies cannotmeet(forexampleinhowattainmentismeasures),andthatotherstudiesmaythereforeoverestimate effects.
Overall,whileprovidingsomeusefuldataonthenatureofleadershipacrosscountries(e.g.qualifications, professionaldevelopment,governance),thesestudiesreflectasomewhatreductiveviewoftheconcept,that reflectsalargelyAnglo-sphericconceptualizationthereof.Inthepresentation/paperwewilldiscusswhatwe thereforecanandcannotlearnfromthesestudies,andprovidesomerecommendationsthatcangetuscloser togreaterunderstandingofleadershipinaninternationalcontext.
Saturday,6thJuly-13:50:(Innovation)-Theatre
Prof.CallieGrant (RhodesUniversity)
Anation’syoungpeopleareitsfutureleadersandthehopeforabetterfuture.But,howseriouslyarewetaking theleadershipdevelopmentofouryouth?InadevelopingcountrylikeSouthAfrica,teachingyoungpeople tobecomeleadersisoftenlefttochance.Despitenearlythreedecadesofdemocracy,manyschoolsstillteach learnerstobepassiveparticipantsinademocracyratherthanleadersforademocracy.Furthermore,two dominantmythscontinuetobeperpetuatedinthecountry;i)thatleadershipisanadultphenomenonandii) thatleadershipispositional.Consequently,learnersareavirtualabsenceinschoolleadershipwork and onthe educationalleadershipresearchagenda.WhilsteducationalpolicylegislatesforaRepresentativeCouncilof Learners(RCL)inallSouthAfricanpublichighschools,all-too-oftenthesecouncilsdonotfunctionaslearnerled,participatorydecision-makingstructures.Incontrast,RCLs,moreoftenthannot,operateasdisciplinary conduitsthroughwhichteachersmanageandcontrollearners.Accordingly,theydonotfunctionasgenerative andvitalspacesforthedevelopmentoflearnersasleaders.Inessence,theyamounttolittlemorethan‘window dressing’.
ThispaperarguesthatlearnersoughttobetheheartofELMA;aprimaryfocusandpurpose.Whilsttheleadershippreparationanddevelopmentofadults,suchasteachersandschoolprincipals,isclearlyimportant, learners,asthemajoritygroup,arefundamentaltoschoolleadershipworktoo;inhighschoolsbut also in primaryschools.
Tosupportthismainthesis,thepaperdrawsonaSouthAfricanmulti-casestudywhichexploredhowleadership canbedevelopedinprimaryschoollearners.Thestudy’sgeographicalcontextistheEasternCape,thesecond largestprovinceinthecountryandthepoorest.Predominantlyrural,theprovinceisnotoriousforitshigh unemploymentrateanditsdysfunctionaleducationsystem.
Thestudy’s20researchers,allin-serviceteachers,wereregisteredforauniversitypost-graduatequalification inaSouthAfricanuniversity.Designedascriticalinterventionistresearch,themulti-casestudywasdrivenby thequestion,‘Canleadershipbedevelopedinprimaryschoollearnersand,ifso,how?Framedbya‘rights’ discourse,thestudydrewonchild-friendlyparticipatorymethodsadoptedbythein-serviceteachersworking with theirlearnersasco-researchersinnon-traditionalafter-schoolspaces.Theconceptsofspace,voice,audienceandinfluence,integraltoLundy’s(2007)modelofchildparticipation,wereusedintheanalysis.The studyfoundthatprimaryschoollearnerscanindeedbedevelopedasleaders.Throughparticipatoryactivities suchasthink-pair-share,story-telling,photo-voiceandvideo-graphing,learnerswereabletofindtheirvoice, participateindemocraticdecision-makingpracticesand,insodoing,begintodevelopleadership.Thestudy offerssomerecommendationstowardsaprimaryschoollearnerleadershipprogramme.(444)
Understandingthecomplexitiesoforganisationalchangeand theroleofleaders:Thecaseofanearlyyearssettingin
Saturday,6thJuly-14:10:(Innovation)-Theatre
Prof.PhilipWood (NottinghamTrentUniveristy),Dr.KrishanSood (NottinghamTrentUniveristy)
Theaimofthisprojectistounderstandhowleadersinearlychildhoodeducationsettingsunderstandandenact change.WeexploretheexperiencesofleadersandtheirstaffbycapturingtheirvoicesacrosswithintwoEnglish earlychildhoodcentrestounderstandhowtheyimplementandembednewpolicy.Wedothisthroughthelens offeredbyNormalisationProcessTheory(Wood,2017)atheoretical,methodological,andanalyticalframework. NormalizationProcessTheoryfocusesonthenatureoftheworkwhichhastobedonetoembedandnormalise newday-to-daypractice.Itdoesthisbyfocusingonfourelements,1)Coherence–understandingthenature oftheworkandhowitwillbedifferent,2)CognitiveParticipation–whowilldotheworkandhowtheywill enacttheirroles,3)CollectiveAction–howtheworkwillbedone,includingtheresourcesrequiredtobringthe change,includingtime,4)ReflexiveMonitoring–howtheworkisunderstoodandhowitisadaptedincontext toensureembeddingofnewpracticesandnormalisationofamendedworkpatterns.
WeexploredtheelementsofNormalizationProcessTheorybycompletinginterviewswiththetwocentredirectorsandgroupinterviewswithclassroompractitioners.Thequestioningframeworksexploredcurrentchange projectsrelatingtoembeddingnewpractice,theresultofearlychildhoodpolicy. Theresultsgainedthroughthisstudyshowthatinbothcentres,changeagendasaredevelopedthroughdialogue,leadingtoclearinitialunderstandingsofthenatureofthedesirednewpractices.Thisispossiblebecause oftheflatorganisationalstructureswhichallowdirectorsandpractitionerstodiscussanddeveloppracticestogetheronadailybasis.Asaresult,rolesareclearlydefinedandasthenewpracticesemerge,thereisconstant recalibrationandsmall-scalechangetoenableembeddingofnewpractices.
Onreflection,thisprojectsuggeststhatNormalizationProcessTheoryoffersausefulframeworkforunderstandingthecomplexityofchangeprocessesinorganisations,includingtheroleofleaders.Assuch,itnotonly offersamethodological/analyticalframework,butalsothepotentialtobeaplanningframeworkforthoseinstigatingchangeprojects.Theprojectalsooffersinsightsintotheprocesseswhichoccurinbringingaboutchange inearlyyearssettings,andhowleadersinstigate,manageandcollaborateinchange,andhowtheirworkis embeddedwithinthewideremergenceoftheorganizationitself.
Saturday,6thJuly-13:30:(Cameronia)-Theatre
Dr.KristinRainville (SacredHeartUniversity),Dr.DavidTitle (SacredHeartUniversity)
Peercoachingisasupportivepractice,wherecolleagues,oftenwithcommonstruggles,inviteconversations aboutteachingandlearning,wherebothpartiesgainfromtheexperience.Whendonewell,peercoachingcan movetheculturetowardsonewhereparticipantsarenotonlyeagertoimprovetheirpractices,butalsoare willingtotaketheprofessionalriskofopeningtheirpracticetopeers;aculturewherefacultyandleadersare willingtosharetheirsuccessesandfailureswiththeirpeersinapsychologicallysafecommunityofpractice;a culturewherefaculty/leadersarewillingtotaketheriskoftryingnew,research-basedinstructionalpractices andmodifyingthembasedonfeedbackandresults;andaculturewherefacultymembersbelievethattheycan improvetheirpracticesandthatthesechangescanpositivelyimpactstudentoutcomes.
ResearchQuestions:
1. Whatarethewaysinwhichparticipantsengageinthepeercoachingprocess?
2. Howdopeercoachingpartnershipsevolveovertime?
3. Whatistheimpactofapeercoachingpartnershiponparticipantsprofessionallearning?
4. Whatistheimpactofpeercoachingonapedagogy?
Significance:
Peercoachingpartnerscompletecyclesofobservationwithfeedbackthroughoutthesemester,whilealsoparticipatinginaPeerCoachingCommunityofPractice,withtheoverallpurposetostrengthentheteachingand learningintheirclassrooms.
ThetermcoachingwasfirstintroducedintheeducationalliteraturebyJoyceandShowers(1980,1981)asa toolforteachercollaborationwithinin-serviceprofessionaldevelopmentinPk-12settings.Theyrecommended coachingasanessentialcomponentofprofessionaldevelopmentintendedtobuildteachers’abilitiestotransfer skillsandstrategieslearnedinaworkshopsettingintoclassroomcontexts.(Joyce&Showers,1980).Coachingas amethodofprofessionaldevelopmentstartedasaone-waymodel,withcoachingdonetoinstructorsbyan“expert”.Whilethismodelstillexists,andhasaplaceinimprovingknowledge,skillsandpracticesofinstructors,an alternativemodelofcoachinghasemergedthatshiftedintoworkthatinstructorsperformalongsideeachother withbothpartiesgainingfromtheexperience.Robbins(1991)definedpeercoachingasa“confidentialprocess throughwhichtwoormoreprofessionalcolleaguesworktogethertoreflectoncurrentpractices;expand,refine,andbuildnewskills;shareideas;teachoneanother;conductclassroomresearch,orsolveproblemsin theworkplace”(p.1).Wedefinepeercoachinginhighereducation: acollaborative,reciprocalinitiative whereparticipantsobserve,reflect,andimprovetheirinstructionalpracticeswiththegoalofimproving learningofallstudents (Authors,2023).JoyceandShowersalsostudiedtheimpactofeachofthefourcomponentsofprofessionaldevelopmentinchanginglearnerknowledgeandskill,aswellasthetransferoflearning toclassroompractice.Theirseminalresearchontheimpactofprofessionaldevelopmentonteacherlearning (2002)concludedthatpeercoachingiskeytotransferringnewlearningintoclassroomteachingpractices. ThisworkshopwillsupportBELMASmemberswithstructuringandlaunchingarobustpeercoachingprogram withintheirsystemtosupportchangeineducatorsteachingpractices.
Morethanadigitalbadge:Therecognizedvalueof micro-credentialsforprofessionallearning
Saturday,6thJuly-13:50:(Cameronia)-Theatre
Dr.MatthewMilitello (EastCarolinaUniversity),Dr.CarrieMorris(EastCarolinaUniversity)Amicro-credentialisaninnovativeprofessionallearningexperiencewhereadultscanlearn,practice,and demonstratenewcompetencies.Micro-credentials(MC)arebecomingprevalentandacceptedforschooleducators’preparationandcontinuingeducation.Emergingresearchindicatesthatthisfocused,short-termprofessionaldevelopmentisprevalent,accessible,and,mostimportantly,transformingeducators.Thereisacurrent pressatthestateleveltoimplementmicro-credentialsforbothpre-serviceteachereducationandin-service continuingeducationunits(CEUs).Additionally,teachereducationprogramscontinuetoseekwaystocontinue theirsupportoftheirgraduates.Micro-credentialsprovideamodel(contentandfunding)foruniversitiestofill thein-serviceprofessionaldevelopmentneedforteachers.
Micro-credentialsareinnovationstoprofessionallearningthatdifferfromformaluniversityclassesandtraditionalin-serviceprofessionaldevelopment.MCsarepersonalizedandflexible,job-embeddedlearningexperiencesbasedondesiredcompetencies.Participantslearnanddevelopknowledgeandskillsandgenerateaset ofartifactstorepresentmasteryofcompetencies.Micro-credentialdigitalbadgesareusedtomemorializethe masteryofcompetencies.These“stackable”badgesdocumentthatspecificfoundationalknowledgeisachieved. Micro-credentialsofferuniversitiesauniqueopportunitytocombineresearch-basedcontent,evidence-based tooldevelopment,andanalysiseffectiveness.
Thedeliverysystemofrelevantandvaluableprofessionaldevelopmentforemergingandpracticingschooleducatorscontinuestoevolve.Themostprevalentpressurestochangeareemergingstatelegislationandthe privatesector.Forinstance,inNorthCarolina,theProfessionalEducatorPreparationandStandardsCommissionisadvancinglegislationandworkingwiththeprivatesectorformicro-credentialstohaveequalagency continuingeducationcreditsvis-à-visauniversityorlocaldistrictrecognition.Asaresult,micro-credentials aregaininginstitutionalmomentum.Bothpreparationprogramsandschooldistrictsneedtobepreparedfor themicro-credentialera.Universitiesareuniquelypositionedtoembracethemovement.
Emergingresearchindicatesmicro-credentialspowerasexperienceandlearning(FridayInstitute,2021;Hunt etal.,2020).Aspecificstudyofamicro-credentialfocusedonequitableacademicdiscourseforschoolleaders usedavalidatedsurveyofmorethan4,000teachers,indicatedmeasurableimprovementsinschoolleaders’ abilitiesto(1)supportteachersinplanningforinstructionalstrategiesthatincreasestudentacademicdiscourse, (2)supportteachers’knowledgeofinstructionalskillstosupportdialoguebetweenstudentsandteachers,and (3)improveacademicdiscourseinclassrooms(Authors,2022).
Thissessionhighlightsthecentraltenetsofmicro-credentialsingeneralandaparticularsetofeight-weekmicrocredentialsofferedwithinauniversityforin-serviceprofessionaldevelopmentforschoolanddistrictleaders. Participantswilldiscusstheformandfunctionofmicro-credentialsandbecomefamiliarwithaspecificMCfor teachersfocusedonequitableacademicdiscourseintheclassroom.
Saturday,6thJuly-14:10:(Cameronia)-Theatre
Dr.JamiBerry (UniversityofGeorgia),Dr.KarenBryant(UniversityofGeorgia)
Principalpreparationprogramshavetraditionallybeendesignedtomeettheneedsofthosewhoseektolead schoolsorschooldistricts.Departmentsofeducationalleadershipsoughttodesignandofferdegreeoptions thatmetstudents’careerandprofessionalgoals,aswellastheneedsofdistrictsanddepartmentsofeducation. Post-pandemic,thischallengeisincreasinglymorecomplexaseducationorganizationscontinuetoservemore diversecommunities.Inatimeofrapidlychangingconditions,includingglobalandlocaltensions,principal preparationprogramsmustequipleaderstomeettheexistingneedsofstudents,teachers,andcommunities, whilesimultaneouslypreparingthemtomeettheneedsofstakeholdersinthefuture.
ThisworkhighlightsauniversityintheSoutheasternUnitedStatesthatisengaginginaprocessofcontinuous improvementtoredesignitsprincipalpreparationprograminaddressingcurrentandfutureleadershipchallengesthroughactionresearch.Leadershipthatviewsstudentsuccessasessentialtothemissionandpromotes asenseofbelongingforallstakeholdersisamajorfocusoftheprogramwithprogramfacultystrivingtofurtherdevelopleaderswhorecognizetheindividualizedneedsofeachstudent.Withthismissioninmind,the researchhighlightedinthissessionseekstoaddressthefollowingquestions:
1. Howdouniversityfacultymembersconceptualizetheredesignandimplementationofaleadership preparationprogramgroundedinactionresearchtomeettheneedsofschoolleaders?
2. Howdoschoolanddistrictleadersdescribetheimpactofanactionresearchgroundeddissertationprocessontheirprofessionalgrowth?
Thepaperbeginswithanoverviewofthecurrentliteratureonleaderpreparationandtheunderpinningsof actionresearchasamethodthroughwhicheducationalorganizationscanstrivetowardimprovementviacollaborativeprocesses.ItcontinuesbyofferinganoverviewofTransformativeLearningTheoryandhowthe componentsofcriticalreflection,communicativelearning,andcollectivediscoursehaveguidedthecontinuousimprovementprocess.Itcontinuesbydescribingtheinitialactionresearchcyclewherebytheprocess andcomponentsoftheDoctorateofEducation(Ed.D.)programwerecreatedandimplemented.Next,itoffers thefindingsfromthesecondactionresearchcycleinwhichthreecohortsofcandidatesmatriculatedthrough theprogramduringtherefinementprocess.Itcloseswithanoverviewoftheforthcomingactionresearch cycle,focusedongatheringdatafromprogramgraduatesandcurrentstudentsviaaninclusiveleadershipselfassessmentandfocusgroupsaimedatrespondingtothefirstresearchquestion,anddocumentanalysisand individualprogramfacultyinterviewsdesignedtogatherresponsivedatatothesecondquestion.
Saturday,6thJuly-14:30:(Cameronia)-Theatre
Prof.KatherineMansfield (UniversityofNorthTexas),Dr.Anjale’Welton (UniversityofWisconsin)
Whilethereisnouniversallyaccepteddefinitionofdemocracyanditsrelevancetoschools,Dewey(1916)is widelyregardedasthemostinfluentialeducatortoviewschoolsassomethingthatshouldbothmirrorlife inademocraticsocietyandpreparestudentsforfurtherleadershiponcetheyareadults.Deweyenvisioned schoolasaplacewherestudents(ascitizens)oftheircommunities(schools)learnedandpracticeddeliberative andrepresentativedemocracy.HenryGiroux(2003)arguesthatsince911,societyhasbecomeincreasingly suspiciousandevenafraidofyouthandhavecontinuedtodemonizethemresultinginincreasedsurveillance andgreatercontrol;especially,thosemarginalizedbyrace,class,andgender.
Recapturingwhatitmeanstobeademocraticsocietyrequiresschoolpeopletoviewstudentsasacollectiveof citizenswhoworkinterdependentlywithteachersandleaderstoachievethecommongoodandsafeguardthe socialcontract.Moreover,childrenmusthaveagencyintheschoolcontextifsharedleadershipanddeliberative democracyaretobeauthenticallyrealized.Andagencycanonlybeexertedbychildrenauthenticallyand meaningfullyifadultssharetheirpowerandcreatethetimeandspaceforthistohappen:“Attemptingtochange schoolswithoutinvolvingstudentsrobsthemoftheopportunitytodeveloptheirleadershipcapacitiesand pilferstheirprospectstobeagentsofchangeintheirownschools”(Lac&Mansfield,2018,p.46).
Inthispaper,wetakeonthequestion,“Whoorwhatiseducationalleadershipfor?”andpositthatschoolleadershipshouldbeprimarily forstudents and bystudents. Ifscholars,educators,andpolicyactorsareserious aboutimprovingschools,theymustincludestudents.Weshareemergentresearchonstudentvoiceandthe roleYouthParticipatoryActionResearchplays.Thestudyalsoengageswithimportantconceptssuchaswhat itmeanstotakeacriticalandsocialjusticeapproachtoeducationalleadershipand,perhapsmostimportantly, bridgesthetheorytopracticegapbysharingreal-worldcasesofleadershipdevelopmentandexamplesofhow professorsmightteach(andpractitionersimplement)sustainablechangewhenworkinginconcertwithstudentsinschools.
Researchrecognizescollaborationamongeducatorsaskeytoschoolimprovementandtransformation.One suchexampleisprofessionallearningcommunitieswhichisademocraticprocesswherebyeducatorscollaborativelyengageincyclesofinquiryandactionresearchtoexaminemutuallyidentifiedproblemsofpracticein schoolsthattheyseektoaddressandimproveupon(Ranson,2020).Thisformofcollaborationbuildsoverall trustamongeducatorsandimprovesteachers’self-efficacyandconfidenceinfacilitatingorganizationalchange (Preble&Gordon,2011).Whileresearchshowscollaborationamongstakeholdersiskeytoschoolimprovement, limitedattentionisgiventohowstudentsareincludedintheseefforts(Rodríguez,Cruz-González&Segovia, 2021;Welton&Bertrand,2019;Wennergren&Blossing,2017).
Saturday,6thJuly-15:30:(Auditorium)-Theatre
Dr.JillPerry (UniversityofPittsburgh),Dr.ReginaldWilkerson(TheCollegeofWilliamandMary)
ThoughmanystudentsinEdDprogramsareenthusiasticaboutincorporatingCriticalRaceTheory(CRT)into theirDissertations,wewonderedifdoingsowasresultingintransformationalleadershippractices.The researcherssetouttodeterminehowEdDstudentsusedCRTtoframeproblemsofpractice(POP)andutilize appliedresearchmethodstochangetheirpractice.
Inprofessionallyfocuseddoctoralprograms,adissertationisanendeavorthat“investigatesaparticularprofessionaltopicorexistingproblem”(Colwill,2012,p.13)andaculminatingexperiencethatensuresthestudent hasmasteredabodyofknowledgeandsetofskills.TheEdDdissertationexperiencecansupportstudentsin learninghighimpactleadershippracticessuchasapplyingresearchandinquirytochangeeducationalpractice.Further,studentsmaybuildanequity-mindedskillsetforframingandsolvingproblemsofpracticethey encounterbeyondthedissertationexperience.
Toguideourstudyweasked, HowdoEdDstudentsuseCRTinframingproblemsof practiceandindesigningappliedresearchproductscapableofsupportingsustainableleadershippractices? To addressthisquestion,welookedatEdDdissertationsacrossCarnegieProjectontheEducationDoctorate(CPED) memberEdDprogramsfrom2010–2022.
TheProQuestdatabasewasemployedandyielded1,759dissertations.Furtherrefiningthesearchcriteriato includeCriticalRaceTheory,alongwithnarrowingtheyearssearchedfrom2010-2022ledtoanidentificationof 508dissertations.AnadditionalnarrowingwasconductedutilizingthecriteriaofbeingaCPEDmemberwhich resultedin247dissertationabstracts.Bothresearcherscodedthe247abstracts(Saldaña,2013)for sensemaking, advocacy,and criticalthinking.Asecondroundofpatterncoding(Saldaña,2013)focusedontheuseofCRTin applicable,actionable,andsustainablewaysinpracticeresultinginfivedissertations.
Fromthesetworoundsofcoding,asetofthemesemergedtoguidediggingdeeperintothesethemes.The researchersreadthefulldissertationsofthesefive.Fromthesereadings,theresearchershavecometoseveral preliminaryfindingsincluding:
• Educationalpractitionersembarkondoctoraljourneysthatareoftennotclearaboutapplyingtheirlearningtotheirpractice.
• ItisunclearifEdDstudentsarebeingtaughtthetenantsofCRTinwaysthataredeep,meaningful,and applicable.
• FivedissertationsthatfitthecodingcriteriaandofferexamplesoftheapplicationofCRTtopracticeand demonstratedthetransformationtobecomeaScholarlyPractitionerwholeadsfortheimprovementof thosewhoaremarginalized.
Next,researchersinterviewedthefivedissertationauthorstounderstandhowtheseformerstudents:
• weretaughtorlearnedaboutCRTandhowtoapplyittheoretically;
• appliedCRTtoframetheirappliedresearchstudies;and
• havetransferredthetheoreticalaspectsofCRTandtheirapplieddissertationsintopracticalandcontinuedapplicationintheirchosenvocation(namelyK-20leadership).
ThesignificanceoftheresearchisguidanceforbothstudentsandfacultyinEdDprogramsinunderstanding howtheuseofCRTinthedissertationexperiencecansupportleadersinbuildingbetterpracticesforaddressing equityissuesintheireducationalsettings.
Saturday,6thJuly-15:50:(Auditorium)-Theatre
Dr.KayonMorgan (UniversityofHartford),Dr.LeeMorgan (SacredHeartUniversity)
Whileinstitutionsacknowledgetheracialunrestplaguingthenationdaily,thedisproportionaterepresentation offacultyintheacademy,thecolossalphysicalandmentalexodusoffacultyofcolor(FoC),andtheconcentrated stressandburnoutduetohistoricalracialtrauma,theresponsetoeffectivelysupportFoCisnegligibleatbest. Conversely,FoCareissuingapleaforauthentic,supportive,encouraging,andupliftingspaceswheretheyfeel nurturedintheirpersonalandprofessionalgrowth.Thesesafespacesarecounternarrativestothenoiseand pressureofthebroadercommunitythatpalpitatewithresonantdetrimenttoFoC.
Facultyofcolorseekspacesinwhichtheyshowupaswholeindividuals,seethemselvesrepresented,andwhere othersunderstandthemasscholars.Assuch,centeringtheirknowledge,experiences,andactionsarevitalto elevatingbelongingandconnection.Therefore,tounderstandthecoexistenceoftheseaspects,weusethelens ofWaysofKnowing,WaysofBeing,andWaysofDoing.Theframeworkinsiststhatthecoreprinciplesof IndigenousPeoplesarecentralized.Consequently,theframeworktheorizedandrecognizedWaysofKnowing, WaysofBeing,andWaysofDoingasvitaltotheexistenceandsurvivalofIndigenouscommunities.
Thus,throughthecriticallensofWaysofKnowing,WayofBeing,andWaysofDoing,wediscussthepractical andculturaltensionsraisedbyFoC.Inthisstudy,weengagedwith15FoCwhostartednewrolesduringthe SARS-CoV-2pandemicandracialunrestintheUnitedStates,whosharedtheirexperiencesaboutbelongingand communityduringoneofthemostunprecedentedtimesinmodernhistory.
Weconceptualizefourpleasfromfacultyofcolorasanurgentsupplicationandananswertothechargeofcoup d’etatofthestatusquoofhighereducation.Wepleaforauthenticwaysofbeinginliberatoryspaceswithoutthe necessityofthearchetypicaloverseer.Wepleaforhealingfromexperiencesofisolation,tokenism,stereotype threat,andmarginalizationthroughholisticWaysofBeingandWaysofDoing.Wepleafortherighttoenjoythe life-givingforcethatcelebratesourhumanityandaccomplishments.Wepleaforacceptancewhereweenjoya deepsenseofbelongingrootedinthepresumptionofcompetence.
Weencouragethreeresponsesfromhighereducationadministratorstoourfourappeals.First,weencourage acommunityovercompetitionstancethatvaluesconnection,engendersnetworks,andelevatesaccomplishments.Second,weencourageintentionalitythatfocusesonbuildingcommunityforfacultyofcolor.Finally,we encouragethedevelopmentofcurativespacesthatenvisionradicalinclusionofandforfacultyofcolor.When institutionsdeeplyembedtheactionsintheWaysofDoingattheuniversitylevel,facultyofcolorhaveagreater abilitytoexistauthenticallyandexperiencebelonging.
Conclusively,weassertthatrace/ethnic-specificgroupsallowforrobustconnections,especiallygiventhe academy’slimitedrepresentationofFoC.Therefore, FacultyofColorLearningCommunities highlighttheact ofcommunityandcreatespacesofsafety,authenticity,andbelongingthatcatalyzepersonalandprofessional assurance.
Saturday,6thJuly-16:10:(Auditorium)-Theatre
Dr.TiffanyNewsome (UniversityofNorthTexasDenton)
AlthoughBlackwomenprincipalsareneededinprimaryandsecondaryschoolsintheUS,theprocessforadequatelyrecruiting,retaining,andsustainingtheminschoolleadershippositionshasbeenincreasinglydifficult. MeetingthecareerdevelopmentneedsofBlackwomenwhoarecurrentprincipalsorwhoaspiretobecome principalsismulti-dimensional,especiallysincetheyhaveuniquelivedexperiencesandchallengesthatmake itdifficultfortheircareeradvancement.Whilethereisover40yearsofresearchonwomeninleadership, thereisaneedtoexpandtheliteratureontheBlackexperience.Thisisespeciallyimportantbecauseofthe substantivedemographicchangesofstudentsacrosstheUS.Thus,Iaddresshowtheycansuccessfullynavigate theirlivedexperiencesandtheirpathwaytotheprincipalshipandbeyond.Althoughwomenareadvancingas schoolleaders,theimpactofintersectionalityforBlackwomenspecificallymeansthattheyarediscriminated againstbasedonrace,gender,andage.Moreover,theyareheldtohigherstandardsthantheircolleaguesofdifferentculturalbackgrounds.Consequently,Blackwomenstruggletoovercomesuchnegativecareermobility experiences,whichresultsinthemleavingthefieldandcreatesagapinadequaterepresentationineducational leadership.
Thisstudyemphasizesmentorshipasacriticalaspecttomeetingthecareerdevelopmentneedsofaspiring Blackwomenprincipals.Iofferspecificactionsthatschoolsystemscanimplementtobuildsafespaceswith strongmentorshipandallyshipforBlackwomenschoolleaders.Thepurposeofthisqualitativestudywas tobetterunderstandthecareerneedsofBlackwomenaspiringtotheprincipalshipinK-12educationandto developaprogramthatadequatelymeetsthoseneeds.ThisstudyutilizesBlackFeministThought(BFT)asalens tounderstandandvalidatethelivedexperiencesofBlackwomeninonelargeschoolsystemintheAmerican Southeast.Iconductedfocusgroupinterviewsusingasemi-structuredresearchguide.Onegroupconsisted ofsixcredentialedBlackwomenwhoarecurrentassistantprincipals,programfacilitators,orotherteacher leadersinAgapeschooldistrict.Anothergroupconsistedofsevenprincipalsinthesamedistrict.Mydata analysisprocessincorporatedafour-stepprocessoutlinedbyHesse-BiberandLeavy(2006).
IfoundthatbothcurrentandaspiringBlackwomenprincipalsdeeplydesiresupportfromthedistrict,their peers,andotherexperiencedprincipals.Whilementorshipisonecomponentthatblackwomenperceivewill helpthemcombatpromotionaldelays,participantsalsoreportedtheneedtofeelsafe,respected,andvalued fortheexperiencesthattheybringtotheK-12environment.WithoutstrongmentorshipandprofessionaldevelopmentfromotherBlackprincipals,participantsreportedfeelinginadequatetoassumetheprincipalship. Inmyproposedpresentation,Iwilldiscuss(a)theliteraturerelatingtothecontinuedlackofadvancementfor Blackwomenaspiringtotheprincipalship,(b)Blackwomen’sworkplaceexperiencesinrelationtheirintersectionality(c)mentorshipasastrategyforsupportingBlackwomenaspiringtobecomeprincipals,andfinally,d) practicalstepsleadersofschoolsystemscantaketotransformthecurrentstatusofBlackwomenineducational leadership.
Saturday,6thJuly-16:30:(Auditorium)-Theatre
Mrs.MadelaineBest (UniversityofReading)
Theteachingprofessionisfacingarecruitmentandretentioncrisis.Thereissignificantattritionofwomenof childbearingagefromtheprofessionannually;womenagedbetween30and39arethebiggestleaversafterretirees.Thepurposeofthismixedmethodsstudyistounderstandtheexperiencesofteacher-mothersandassess schools’work-familypoliciesinplacetosupportthem.ThisissignificantbecausemuchofcurrentDepartment forEducationretentionpolicycentresonworkloadandEarlyCareerteachers:teacher-mothersarelargelyleft outofthenarrative.Byfocusingonthisgroup,thisresearchseekstoequipschoolleaderswiththeknowledge ofwhatteacher-mothersneedandthetoolstoimplementfeasibleevidence-basedpolicychangetodeliverit. Thisismixed-methodsstudy.Thequalitativemethodsusedareinterviewswith18teacher-mothers.Athematic analysisofthequalitativedatawasthenusedtodesignaquantitativesurveyforteacher-mothers,with354 respondents.ThisisunderpinnedbyatheoreticalframeworkbasedonAcker’stheoryofgenderedinstitutions andFineman’svulnerabilitytheory.
Thefindingsshowastatisticallysignificantdifferenceinfeelingvalued,satisfiedwiththeirschoolandlikelihood ofleavingtheprofessionbetweenbeforeannouncingtheirpregnancyandduringtheirreturn-to-work.Before havingtheirchild,81%wereunlikelyorhighlyunlikelytoleavetheprofession,butthisfallsto43.2%whenthey havereturnedtoworkfrommaternityorsharedparentalleave.Quantitativeanalysisofthesurveyresultsindicateschoolpolicyandleadershipcanshapedecision-makingforthisdemographic.Thisisreinforcedbythe qualitativeinterviews,inwhichteachermothersreportalackofsupportduringthereturn-to-workperiod, includingnegativeinteractionswithcolleagues,alackofsupportforbreastfeedingandinstitutionalinflexibility.Forsome,thishaspromptedchangingschoolandforsometoconsiderleavingtheprofessionaltogether. Basedontheanalysisofbothdatasets,thereareclearrecommendationsforpolicyandpractice,includingeffectivesupportfromtheheadteacher,goodcommunicationandaneffectiveflexibleworkingapplicationprocess. Comprehensivepolicyguidanceforeducationalleaderswillbepresented.
Saturday,6thJuly-15:30:(Creation)-Theatre
Dr.NiamhLafferty (UniversityofLimerick),Mr.RobertHannan (UniversityofLimerick),Prof.PatriciaMannix-McNamara (UniversityofLimerick)
Thefocusofthisstudywastoexploreteachers’andmiddleschoolleaders’perspectivesofpromotionalpolicies andpracticeswithintheschoolstheywork.Promotionalpolicieshaveanimpactoneverymemberofstaff withinschoolenvironsandthiswasexploredwithinthisstudy.Asthiswasaninitialscopingstudy,aqualitativeapproachwasadopted.Fifteenteachersand/ormiddleleadersparticipatedinsemi-structuredinterviews. Thematicanalysiswasemployedfordataanalysis.Themesthatemergedfromthedataincluded:amixofperceptionsinthatpromotionsweresometimesperceivedtobebasedonappropriatemeasuresofmeritsuchas experience,butatothertimeswereperceivedtobeunfair,basedoncronyism,withfemalestaffperceivedto beatadisadvantage.Reasonsforseekingoutpromotionwereidentifiedaspredominatelybeingforpersonal ambitionandincreasedsalary.Adarksideofpromotionsalsoemerged,andthisreferredtothebreakdownof relationshipswithco-workersfollowingpromotionsandimplicationsforturnover.Thisisparticularlyrelevant forthosealreadyinleadershippositionsorforthosewhoareaspiringleaderstoinformpromotionalpolicies. Implicationsforpractice,policyandresearcharediscussed.
Saturday,6thJuly-15:50:(Creation)-Theatre
Dr.DeirdraPreis (SacredHeartUniversity)Manyschoolleadersfailtochallengesystemsofinequityduetoanabsenceofstrategiesformanagingtheresistancethatoftenariseswhenattemptingtochallengelongstandinginequitabletraditionsofpractice;such contentisgenerallynottaughtintraditionalleadershippreparationcurricula.Asweseektodeveloptransformativeschoolleaders,itiscriticalthatleadershippreparationexplicitlyteachtheircandidateshowtoanticipateandmanagethemicropoliticsofworkingtoadvanceequityandtomanageitscomplexitiesandrisks. Thisgoalrequiresbeingtransparentaroundhowandwhyresistanceoftenmanifestsintheschoolcommunity, andofferingstrategiesandcoachingaroundpreventing,managing,andmitigatingrisks.Thispresentationwill examineinterviewresponsesfromagroupofpracticingK-12U.S.buildingprincipalsandsuperintendentswho havehadexperienceeffectivelychallengingsystemicpracticesthatimpactededucationalaccessfortheirhistoricallymarginalizedstudentpopulationswhilemanagingtomaintainsupportfortheirpositionsasschool leaders.Itisanticipatedthattheinformationgatheredinthisstudycanbeusedbyleadershippreparationprogramstonotonlydeepentheircandidates’ethicalcommitmenttoactingaschangeagents,buttoimprovetheir self-efficacyinleadingtransformativelybybuildingtheircapacitytomanagetheinevitablepoliticalbarriers andresistancethatoftenthreatentheirlongevityintheirroles.
Saturday,6thJuly-16:10:(Creation)-Theatre
Mr.RauanYesselbayev (UniversityofBath)
Kazakhstanieducationsystemexperiencedsignificantshiftsoverthelastdecadeininterpretingandpracticing educationalleadership.BeingformerlylargelyinfluencedbytheSovieteducationallegacy,schooleducation hasseennotablestructuralandconceptualtransformations.Specialemphasishasbeenplacedontheroleof educationalleadersindefiningeffectivenessofthereforms.Newapproachestoselectingandpreparingschool principalshavebeenadopted,testedandimplemented.Thisstudywillfocusonschoolprincipals’perspectives onleadershipinthetimesofchange.Byapplyingcriticallens,authorwillexplorethewaysreformsarehaving impactonthewaysschoolprincipalsunderstandandpracticeleadership.Thestudywillbebasedonthe interviewsoffivemainstreamschoolprincipalsinKazakhstan.Twocentralquestionswillbeposed-howdo schoolprincipalspracticeleadership?Howdoreformschangeschoolprincipals’understandingandpractice ofleadership?
Keywords:principalleadership,reforms,criticalanalysis
Saturday,6thJuly-15:30:(Inspiration2/3)-Theatre
Dr.LizanaOberholzer (UniversityofWolverhampton),Dr.JohnMacklin(UEL),Prof.RajkumarMestry(Universityof Johannesburg)
WhoandWhatisEducationalleadershipfor?Hattie(2012)pointsoutthatleadershipmakesthesecondbiggest differenceinlearners’outcomes.Covid-19resultedinareductioninschoolleadershipduetothepressures onschoolleadershipviafastchangingpolicydirectives,andworkload–however,schoolleadershipdevelopmentismoreimportantthanevertocontinuetoprovideschoolswithstrongleadershipandcapacitybuilding offutureleaders.Thissymposiumaimstoexplorehowmentoringandcoachingcanenableschoolleadersto developthroughprofessionallearningconversations.ConnorandPokora(2016)pointoutthatcoachingand mentoringarelearningrelationships,andRock(2010)emphasisesthatleadersneedtodevelopcognitiveleadershipskillssuchascoachingtoenableothers,andtounlocktheirpotential(Witmore,2019).Hargreavesand O’Connor(2018)highlightthatcollaborativeprofessionalismcanmakeaprofounddifferenceindeveloping learningconversations,whichimpactspositivelyonlearneroutcomes.Ifschoolleadershipisimportantforthe benefitforlearnersandstaffs’abilitytoflourish,effectivelearningrelationshipsandconversationsarekeyto ensurethatschoolleadershavelearningconversationstoenablethemtoworkwellwiththeirteams.Eachpart ofthesymposiumaimstoexploreanaspectofmentoringandcoachingconversationsthatcanenableleaders orprofessionallearningconversationstodevelop.
• SeniorLeadershipdevelopmentthrougheffectivecoachingandmentoringconversations
• MiddleLeadershipdevelopmentthrougheffectivecoachingandmentoringconversations
• Professionalleadershipandlearningconversationsthroughcoachingviamasterslearningprogrammes
ReferenceList:
Connor,M.andPokora,J.(2017),CoachingandMentoringatWork:DevelopingEffectivePractice.(3rdedition). London:OpenUniversityPress.
Hargreaves,AandO’Connor,M.,(2018),CollaborativeProfessionalism:whenteachingtogethermeanslearning forall.ThousandOaks,CA:CorwinPress Whitmore,J.(2017)CoachingforPerformance.London:Brealey.
Saturday,6thJuly-15:50:(Inspiration2/3)-Theatre
Dr.CameronHauseman (UniversityofManitoba)
Thepurposeofthispaperistoproposeamodelforhowschoolleadersmanagetheiremotions.Thismodelaims tounify,orattheveryleast,bridgesomeofthegapsbetweenthecompetingframeworksandisolatedtheories surroundingtheemotionalaspectsofschool-levelleadership.Thetheories,frameworksandmodelsthatcurrentlyexistaimtoexplainhowschool-levelleaderspersonallyexperienceemotionsinschoolsorexplorethe socio-contextualandpower-basedelementsthatinfluencethoseemotionalexperiences.However,noneofthe frameworksfocusontherolethatstrategiesformanagingemotionsplayintheseprocesses,orhowpower-based elementsrelateto,andofteninspire,conditionsthatgenerateemotionallychallengingsituationsinthetasks andactivitiesthatcompriseschool-levelleaders’work.Thispaperfitsneatlywithintheleadershipeffectiveness andimprovementconferencethemeasemotionalregulationisnecessaryforschoolleaderstomaximizetheir impactonstudentoutcomes.Whilethereisawealthofresearchfocusingonpracticesandstrategiesschool leaderscanengageintopromotepositivestudentoutcomes,Iaimtoprovideauniqueperspectivebyoffering insightintowhoschool-levelleadersareonanemotionallevel,andwhattheyneedtothrivebothpersonally andprofessionally.Thereisaplaceforemotionalauthenticityincontemporaryschool-levelleadershipandit isimportantthateveryschoolleaderhasthecapacitytomanagetheiremotionsineffectiveways.Inanera characterizedbyhighlevelsofattrition,burnoutandstress,thislineofinquirycontributestoamoreholistic understandingofthechallengesschool-levelleadersfacemanagingtheiremotionsandpromotingtheirown wellbeing.
Themodelinvolvessixcomponents.Thefirstcomponentofthemodelaresocio-contextualfactorsoverwhich school-levelleaderstypicallyhavelittledirectinfluence.Whiletheymayhavesomeinfluenceoverhowthese factorsplayoutintheirschoolorevenschooldistrict,manyofthesefactors,suchasstudentdemographicsor thepoliticalclimateanddiscoursesurroundingpubliclyfundedK-12educationintheirjurisdiction,areoutside ofaschool-levelleader’spurview.Thesecondcomponentofthemodelareaschool-levelleader’sidentity, senseofselfandtheirpersonalcharacteristics,suchasgender,yearsofexperienceintheroleandtheirlevel ofeducation.Thesepiecesofone’sidentityinteractwithoneanotherandintersectwiththesocio-contextual factorstoaddadditionallayersofsubjectivitytoemotionalexperiences.Thoseconnectionsbetweenthesociocontextualfactorsandaspectsofaschool-levelleaders’identityarethethirdcomponentofthemodel.Factors andforcesthatheightentheemotionalaspectsofschool-levelleaders’workcomprisethefourthpartofthe model,whilethefifthisthestrategiesschool-levelleadersusetomanageemotionsthatemergeaspartoftheir work.Finally,thesixthcomponentofthemodelaccountsforthechainreactionsandfeedbackloopsthatcan occurwhenanindividualutilizesanemotionalregulationstrategythatisunsuccessful.Newemotionsemerge fromthatprocess,andtheyhavetobemanagedusingthesame,ordifferent,emotionalregulationstrategy(ies).
Saturday,6thJuly-16:10:(Inspiration2/3)-Theatre
Mrs.TraceyPrice (AngliaRuskinUniversity)Thispresentationwilldiscussmydoctoraljourneyandmyroleasaschoolgovernorandhowthesehaveimpactedmyeducationalleadership.
Ibecameagovernorin2010,initiallyelectedasaparentgovernor.Mystudiesbeganasahobbyin2012(28 yearsafterbeingawardedaBachelorofEducation)withaMasterofEducation,aMasterofArts(Childhood andYouth),andaProfessionalDoctorateinEducation.Mygovernorrole(unintentionallyatthestart)became intertwinedwithmypart-timestudies,withallofmyresearchconductedwithstudentsinthesecondaryschool whereIserveasagovernor.Mydoctoralthesisrelatesexplicitlytohowgoverningboardsandgovernorsengage withstakeholders,focusingonstudents’voices.
Reflexivity,anongoingprocessofreflection,hasbeencriticalthroughoutmyqualitativestudy.Ithasenabledme toreflectuponmypositionalityaschairofgovernorsandmymultipleandshiftingidentitiesasapostgraduate researcher,parent(myfourchildrenattendedtheschool,andonesoncurrentlyteachesthere),formerteacher, volunteerhelperinthestudentsupportdepartment,andlocalcommunitymember.Reflexivityhasenabledme toactivelyexaminemyshiftinginsider/outsiderorinvolvement/detachmentidentities,perspectives,values, assumptions,andcentralroleintheresearchprocess,includingthepowerdynamicsbetweenmyselfandthe studentparticipants.Inaddition,reflexivityhashelpedmeconsidertheimpactofmyresearchonmepersonally andprofessionallyasaleader.
Firstly,IframemydoctoraljourneyanditspositiveinfluenceonmyleadershipbydrawingontheDepartment forEducation’s ACompetencyFrameworkforGovernors, whichhighlightssevendesiredprinciplesandpersonalattributesforindividualgovernorswhichareCommitted,Confident,Curious,Challenging,Collaborative, CriticalandCreative.Despitethisframework’slimitationsandbeingproblematicbecauseitadoptsthe‘good’ governancediscourse,itisstillahelpfulreflectivetool.ItcontainselementsIampassionateabout,suchas collaborationthroughpartnershipwithstakeholders,includingstudents.
Secondly,exploringtheacademicliteratureonmarketisation,managerialism,andperformativitycoupledwith audit-stylegovernancesubjecttoexternalsurveillancefromregulatorybodiessuchasOfstedhasshapedand changedmyviewsonleadership.ThecurrentGovernment’sappealforeffectivegovernancewithgovernors’ performance,navigatedthroughthedisciplinarytoolsofprofessionalismandinspection,hascausedmeto reconsidermygovernanceroleandwhetherIconform,compromiseorconfront.Asavolunteer,technically,I canwalkaway,whichsomehave,moreeasilythanfrompaidwork.Nevertheless,theliteraturesuggeststhat governorsoftenconform,acceptingtheoutwardandinwardpressuretoprofessionaliseandimprovebecause itiswhatthey‘signedup’for.
Thirdly,developingmyacademicreading,criticalthinking,andresearchskillshasdrawnmyattentiontotheuse ofdeficitlanguageandinequityineducation.Moreover,studyingalongsidemygovernancerolehasincreased myconfidenceandabilityasagovernortosupportandchallengetheschoolleadershipteam.
Finally,Ireflectonconductingdoctoralresearchlaterinlifeandtheprosandconsofmyacademicjourney.
Saturday,6thJuly-16:30:(Inspiration2/3)-Theatre
Dr.MarielaRodriguez (UniversityofTexasatSanAntonio),Dr.JuanManuelNiño (UniversityofTexasatSanAntonio), Dr.BettyMerchant (UniversityofTexasatSanAntonio),Dr.GuadalupeGorordo (UniversityofTexasatSanAntonio)
Engagingwithlocalschoolsandschooldistrictsisanimportantpartnershipbetweentheseeducationalorganizationsandlocaluniversities(Walsh&Backe,2013).Inthissession,examplesforcreatinglong-lasting school-universitypartnershipswillbediscussed.Thefocuswillbeona20-yearschool-universitypartnership betweenauniversityintheUnitedStatesandaschooldistrictinitsvicinityworkingtogethertopreparethe nextgenerationofschoolleaders.Thesessionfacilitatorshaveallparticipatedinthisschool-universitypartnershipthroughprogramcoordination,studentrecruitment,andcourseteaching.Wewilldiscusstheinception ofthepartnership,andthekeycomponentsthatkeepitthrivingaftertwodecadesandafterseveralleadership changesattheschooldistrictlevel(Niño,Garza,&Cordova,2019,Niño.Suchcomponentsincludeopencommunication,collaborativeprojects,andasharedvisionforthefuture.Theeffectivenessofthislong-standing partnershipwillbepresentedthroughthedomainsofaconceptualframeworkdevelopedbyFarrelletal(2022) forresearchpracticepartnerships.Throughthislens,sessionleaderswillshareresearch-basedaspectsofthe partnershipwhileincorporatingpracticalapplicationsthatotherscanfollow.Inadditiontothediscussion utilizingthatframeworktherewillbeopportunitiesduringthesessionforparticipantstoshareexamplesof thewaysthattheyhavedevelopedschool-universitypartnerships.Possibleoutcomesofsessionparticipation includebeginningorexpandingschool-universitypartnershipsatparticipants’owninstitutions.
Saturday,6thJuly-15:30:(Innovation)-Theatre
Prof.KatherineMansfield (UniversityofNorthTexas),Prof.KateWall (UniversityofStrathclyde),Mrs.NovaScott (University ofStrathclyde),Ms.AlisonWeatherston (EducationScotland)
TheUnitedNationsConventionontheRightsoftheChild(UNCRC:1989)wasratifiedintheUnitedKingdomin 1991.InthedevolvededucationsystemofScotland,therehasbeenalongstandingcommitmenttomakethat ratificationexplicitwithineducationpolicyandpractice(Daniels2022)andtoincorporatetherecommendations intoScottishLaw(ScottishParliament2022).
AlleducatorsinScotlandarethereforerequiredtoupholdandpromotetherightsoflearnerstoexpresstheir viewsandbeincludedindecisionsregardingtheirlearningexperiences(GeneralTeachingCouncilforScotland’sProfessionalStandards[GTCS,2021a]).Headteachersshouldsustainastrategicapproachtoencourage andfacilitatesuchlearnerparticipation(ProfessionalStandardforHeadship[SfH:GTCS],2021b).
ThelandscapeintheUSisquitedifferentfromScotland;forexample,theUSisoneofonlythreecountries thathavenotratifiedtheUNCRC.Moreover,whilenumerouscountrieshaveadoptedanationalcurriculum, theUnitedStateshasdelegatedthesepowerstoindividualstates.Implicationsincludestatesselectingtheir ownlearningobjectivesandwaystoassessstudentgrowth,aswellashowfutureteachersandleadersare lawfullycertifiedtoteachandleadinschools.Andcontrarytocommonassumptions,theUSConstitutiondoes notguaranteetherighttoaneducation,whichmaybeatleaseonereasonAmericanofficialsdonotratifythe UNRC.
AlthoughtheUSstatesarenotrequiredbylawtoupholdandpromotetherightsoflearners,thereisagrowing awarenessthatgivingstudentsopportunitiestousetheirvoices,leadimprovementefforts,andco-leadschools, isessentialforbuildingstudents’capacity(Salisbury,etal.(2019),increasingeducationalengagement(Halx, 2014),andpreparingyoungpeopleforcivicsociety(Mitra&Serrier,2015).Mostrecently,researchersarguethat theProfessionalStandardsforEducationalLeaders(PSEL)dovetailwiththetenetsofstudentvoice;andthus, includingstudentsineducationalleadershipdirectlyinfluenceswhetherprincipalscanenactwhatprofessional standardsdemand(Authors,date).
AcrossScotland,studentvoicepresentsinmanyforms(Hulmeetal.,2011;MannionandSowerby,2018).For instance,pupilcouncilsandcommitteesarewell-established,butneedleadershiptonurtureandsupportinclusivecultureswhichpromotetheactiveparticipationofalllearners.Learnervoiceisofparamountimportance inplanning,implementing,andassessinglearningactivities,whileheadteachersareencouragedtocollaborate withstudentsinevaluatingtheirschools(EducationScotland,2018).
Whilenotenshrinedinnationallaworinternationalagreements,throughouttheUS,thereisagrowingmovementtoincludestudentsinmanyoftheactivitiesnotedabovewithvaryinglevelsofacceptanceandsuccess. Forexample,inonedistrict,studentswereinvitedtoserveontheschoolboardandweresupportedintheir evaluationofschoolcurriculumandteacherhiringpractices.Whereas,inanearbydistrict,parentsprotested theschoolboard’svotetoallowalternativestoin-personlearningduringCOVID-19onthegroundsthatthevote thatbrokethetiewascastbyastudentrepresentative.
Saturday,6thJuly-15:50:(Innovation)-Theatre
Dr.NicolaasBlom (UniversityofLimerick),Prof.PatriciaMannix-McNamara(UniversityofLimerick),Dr.DeniseMifsud (UniversityofBath)
Traditionalresearchineducationalleadershiphasprimarilyfocusedontherolesandresponsibilitiesofschool leaders.However,studiessuggestthateffectiveleadershipineducationalsettingsneedstoincorporatefindings fromfollowershipaspracticesofleadershipinvolveadynamicpartnershipthatincludesfollowers.Thispaper aimstodelveintotheoftenneglectedyetcrucialdimensionoffollowershipinschoolleadership.
Uhl-Bienetal.(2014)definefollowershipasthecharacteristics,behaviors,andprocessesofindividualsinrelationtoleaders.Thisconceptencompassestwoperspectives:role-basedandrelational-basedfollowership.Rolebasedfollowershipcentersontherolesandbehaviorsoffollowersinachievinggoals,whilerelational-based followershipfocusesonfollowers’acceptanceofandsupportforleaders’influenceinmeetingorganisational objectives.
Tothisend,thispaperwillexaminevariousfollowershiptypologiesfromscholarslikeZaleznik,Kelley,Chaleff andKellerman,eachhighlightingdifferentaspectsofthefollower-leaderdynamic.Zaleznikfocusesonfollowers’dominanceandactivitylevels,Kelleycategorizesfollowersintofivestylesemphasizingtraitslikeindependentthinking,andChaleff’smodelcentresonfollowers’courageintheleader-followerrelationship.Kellerman’s typologyoffollowershipclassifiesfollowersintofivedistinctcategoriesbasedontheirlevelofengagementand supportfortheirleaders:Isolates,Bystanders,Participants,Activists,andDiehards,offeringacomprehensive frameworktounderstandthevaryingdegreesoffollowerinvolvementandinfluenceinorganizationalsettings. Integratingtheserole-basedtypologieswithrelationalperspectivesonfollowership,thepaperdelvesintothe co-creationofleadershipineducationalorganisations.Itexploreshowleadingandfollowingbehaviorsinterdependentlyshapeleadershipoutcomes,movingbeyondtraditionalrole-basedviewstoamutualinfluence model.Thisapproachconsidershowthesedynamicsmayaffectschoolculture,offeringacomprehensiveunderstandingofhowtheleader-followerinterplayimpactstheeffectivenessofeducationalleadership. Weproposethatfollowership,thoughanascentareaofstudy,isascrucialasleadership.Understandingfollowership,particularlyinthecontextofchallengeslikeemployeedisengagement,isvitalforleaders.Thiscomprehensionleadstoare-evaluationofleadership,acknowledgingthosewhoparticipateinleadingandtransformationprocesses.It’scrucialforleaderstounderstandfollowershiptoeffectivelyrespondtobothharmful leadershipandtoxicfollowershipbehaviours,recognisingtheinterdependentnatureofleadershipandfollowership.
Thisconceptualpaperunderscorestheimportanceoffollowershipineducationalleadership.Ithighlightsthe needtofocusonfollowershipasacriticalcomponentofeffectiveleadershipandemphasizesthevalueofunderstandingthevariousperspectivesoffollowership.Byacknowledgingthesignificanceoffollowership,educationalinstitutionscanfostermorecollaborative,responsive,andethicalleadershippracticesthatbenefitthe entireschoolcommunity.Thisexplorationoffollowershipineducationalleadershipoffersvaluableinsights anddirectionsforfutureresearchandpracticeinthefieldofeducation.
Saturday,6thJuly-16:10:(Innovation)-Theatre
Dr.JaysonRichardson (UniversityofDenver),Dr.JustinBathon (UniversityofKentucky),Dr.ScottMcLeod(Universityof ColoradoDenver)
ThissessionwillfocusonhowK-12schoolleadersimplement,sustain,andpushforwardinnovative,deeper learningpracticesforwardintheirrespectiveschoolsettings.Basedoninterviews,schoolvisitstoeachschool, andpost-interviewswith30schoolleadersfromaroundtheworld,wefoundthreecorepracticesthatsupportthiswork.Thosepracticesincludedlisteningtothecommunitytodesignlearningexperiences;creating schoolsaroundstudentvoice,choice,andagency;andhumanizingtheschoolingexperience.Theobjectiveof thisstudywastounderstandbetterthehow’sandwhy’sofleadershipfordeeperlearning.Tothisend,wecreatedaportraitofadeeperlearningleaderthatmightserveasafoundationforleadershippreparation,leaders’ professionaldevelopment,andoverallschoolreform.
Overthelastdecade,theshapeoftheupgradeofschoolinghasbecomeclearer.Moreschoolslargelyembrace constructivistapproaches,longadvancedbyprogressivetheoristslikeJeanPiagetandschoolreformerslike JohnDewey,asageneralguideinimplementingschoolchange.Whilethisisasharedphilosophy,thedetailsthat emergefromthisapproachfollowsomeconsistentpathwaysandleadtosomecommonstructures.Forinstance, schoolleadersfrequentlyentertheworkofdeeperlearningbyembracingbroaderprofilesofgraduatesor shiftingtocompetency-basedassessments.Inthisstudy,wewantedtounderstandbetterwhatleadersdoto supportthisshifttowarddeeperlearning.
Basedoninterviewsandsitevisits,weaimedtoexaminetransformational,deeperlearningleadershippractices across30schools.Thefocusofourstudywasnotonthedeeperlearninginnovations perse,butratheronthe leadershippractices,struggles,andsuccessesexperiencedingettingthoseinnovationstostick.Intheend,we createdaportraitofadeeperlearningleader.Thispresentationwillbreakdownthatportraitandjuxtaposeit withthecorepracticeswefoundthatnurturethisdeeperlearningwork.
Thefindingsofthestudyindicatehowleadersofschoolsthatengageindeeperlearningtendtoadheretothree corepractices.First,theleadersofdeeperlearningschoolsinthisstudyintentlylistenedtothecommunityto ascertainneedsanddesires;thisdrovethevision.Second,leadersofdeeperlearningschoolscreatedlearning spacesthatempoweredstudentsandgavethemvoice,agency,andchoice.Third,leadersofdeeperlearning schoolssoughttohumanizetheschoolingexperience.Thisstudyprovidesactionableexamplesofwhatleaders currentlydotoengagekidsandteachersindeeperlearning.Theseleadersprovideinsightsintospecificactions andpracticesthattheyespousedtomaketheschoolingexperiencemarkedlydifferent.
Saturday,6thJuly-16:30:(Innovation)-Theatre
Ms.NiamhHickey (UniversityofLimerick),Prof.PatriciaMannix-McNamara (UniversityofLimerick),Dr.AishlingFlaherty (UniversityofLimerick)
Distributedleadershiphasgarneredsignificantattentioninthefieldofeducationalleadershipamongresearchers,practitioners,andpolicymakersalike(Harris2013).Itinvolvesthespreadingofleadershipover leaders,followers,andtheirsituation,andfocusesonleadershipasapracticeratherthaninassociationwith agivenrole(Spillane2005).Therearemanyreportedbenefitsofdistributedleadership,butthedistribution ofleadershipisnotwithoutitscritics.Ithasbeendescribedasafashionorfad(Lumby2016),aconstructthat isfrequentlymisappliedandmisinterpreted(Evans2022),andpotentiallyamoredelicateandcunningwayto delivertop-downpolicies(HargreavesandFink2008).Despiteitscriticisms,distributedleadershiphasbecome prevalentineducationalpolicyinternationally(Harris2011),isthemostfrequentlyadoptedschoolleadership theoryinternationally(WennerandCampbell2017;Wang2018),andisattheforefrontofeducationalleadershipresearch(Mifsud2023).
Thispresentationisgroundedinadoctoralresearchprojectwhichcomprisedthreephases.Thefirstofwhich wasascopingreviewoftheinternationalempiricalliteratureexploringdistributedleadershipfromtheperspectivesofpost-primaryschoolleadersandteachers.ThesecondphaserelatedtoasurveycomprisingLikerttypestatementsandopen-endedquestionscompletedbyIrishpost-primaryschoolpersonnel.Thethirdphase comprisedinterviewswithIrishpost-primaryschoolprincipalsanddeputyprincipals.Whilethethreephases ofresearchhaddistinctobjectivesthatcontributedtotheoverallaimofinvestigatingtheperceivedprevalence andinfluenceofdistributedleadershipinIrishpost-primaryschoolsasendorsedbynationalpolicy,distinct tensionsregardingitsconceptualisationandimplementationbecameevidentthroughoutthestudy.Theaim ofthispresentationistherefore,topresentthetensionsthatemergedregardingdistributedleadershipinthis dissertation,andtoreconsiderthequestionofwhoandwhatdistributedleadershipisfor?
Tensionswerefirstlyidentifiedregardingthevarietyofinterpretationsofdistributedleadershipwithinthe literatureandamongpractitioners.Challengesfacedbyschoolleadersregardingaccountabilitywerenoted asafrictionpointinattemptingtodistributeleadershipinacontextwhereleadersareultimatelyresponsible.Severallimitationsofthemiddleleadershipstructure,commonlydiscussedintandemwithdistributed leadership,wereidentifiedincludingthechallengesassociatedwithteacher/leaderidentities.Schoolleaders reporteddistributedleadershiptoaidintheirsustainability,however,theyexpressedapprehensionregarding theimplicationsthatthiscouldhaveontheirstaff.Thiscombinedwithconcernreportedthatdistributedleadershipisamethodof‘givingextraworktopeoplewithoutpayment’,pointedtotheneedfortrustamongstaffto managethesetensions.However,thisisalsonotwithoutitschallengesasparticipantsdiscussedtrustasbeing dependentonallstaffwiththepotentialforanus-and-themdynamicemergingifitisnotreciprocal. Thesetensionsarenoteasilysolvedandpointtotheneedtorevisitthequestionofwhoandwhatisdistributed leadershipfor?Thepresentationofthesetensionsisvaluableforthoseengagingindistributedleadership researchandpracticebycontributingtothedetanglingofsomeofthecomplexitiesandassumptionsaboutthe concept.
Saturday,6thJuly-15:30:(Cameronia)-Theatre
Dr.FakhraAziz(LahoreCollegeforWomenUniversity),Prof.KayFuller (TheUniversityofNottingham),Mr.Martin Cummings(UniversityofNottingham),Mr.LyndonWatkins(StMary’sCatholicPrimarySchool,Bridgend)
Addressingclimateandenvironmentalchallengeswithambitioussustainabilitytargetsrequiresabold,holistic approachsustainablethrougheducation.EarlyChildhoodEducationcouldbethebeststartingpointtobring aboutdesiredandrequiredsocialchange(greentransition)fortransformingthecurrentenvironmentallyunsustainableglobalsituationintoanewsustainableparadigm.TheUKisalreadyundergoingdisruptiveclimate changewithincreasedrainfall,sunshine,andhighertemperatures(Harrabin,2021).Sambrook&Richardson (2019)predictedthattheUKcanexpectlonger-lastingandmoreintenseheatwavesandthatby2100theycould exceed40degreesCelsiusandlastaslongas50days.IntheUK,disadvantagedgroupsaredisproportionately affectedinmanywaysbyclimatechangeandassociatedpolicy(Prestonetal,2014).
Thekindofearlycareachildreceivesfromparents,preschoolteachersandcaregiversdetermineshowachild learnsandrelatesinschool,andlifeingeneral.ECEhasbeenatopicofinterestinternationally(ACECQA, 2018;Heckman,2017;EuropeanCommission,2019;OECD,2020a,2020b)andpractitionerscontinuetoface leadershipresponsibilitiesoftenfarbeyondtheirtrainingandexpertise(Gibbs,2019).Effectiveleadershipis onenecessaryelementinachievingtheultimateaimoftheUNDecadeonBiodiversity(2011-20).Thedecadeon biodiversitywasdeclaredbyTheUnitedNationsGeneralAssemblyin2010.Itservestosupportandpromote theimplementationofthestrategicplanforsignificantlyreducingbiodiversityloss.
Byreformingeducationsystemsandcurriculapositiveattitudestowardssustainability,climatechange,andthe greentransitioncouldbedeveloped.Itwouldleadtoenhancedenvironmentalawarenessandmoredesirable behavioursoffutureactivecitizens.Forthis,ECEisthebeststartingpoint.Itistimetofocusonleadershipin bothECEandclimateactivism.ThereremainsadearthinresearchintobothECEleadershipandleadershipfor environmentaleducation.
Ourprojectaimed1)toilluminatethepotentialofleadersforpromotinglearningaboutbiodiversityandsustainabilityinEarlyChildhoodEducation;2)toinvestigatecurrentknowledge,attitudesandbehaviours,and leadershippractices,(strengths,weaknesses,opportunities,andchallenges).
Herewereportthefindingsfromaninterviewwithaheadteacherleadinginearlychildhoodeducationin Wales.In2017,schoolsinWalesstartedworkingtocreateanewcurriculum.Inthecurriculumreformprocess, oneheadteacherfoundthatthecommunityofpupilsandparentsprioritisedenvironmentalissuesaboveeverythingelse.Hisschoolleadershipcanbeseenasstewardship.Wereporthowhiscurriculumleadership,his leadershipofandforlearningensurededucationaboutbiodiversity,sustainabilityandclimatechangestarted earlyforchildreninhisschool.WearguethattheWelshapproachtocurriculumdevelopmentenabledthecommunitytoinfluencetheleadershipoflearningandteachingintheirschool.Giventhatdisadvantagedgroups aredisproportionatelyaffectedbyclimatechangeandassociatedpolicy,thisleadership,canbeframedinterms ofleadershipforsocialjustice.
Saturday,6thJuly-15:50:(Cameronia)-Theatre
Dr.SusanH.Shapiro (TouroGraduateSchoolofEducation),Dr.TanvirBush (BathSpaUniversity-SchoolofEducation)Climatechangeisapressingchallengethatnecessitatesproactiveresponsesfromallsectorsofeducation.Itis alsoclearthatDeafanddisabledpeoplearedisproportionatelyimpactedduetoavarietyofvariablesincludingheightenedsusceptibilitytosevereclimaticoccurrences,impedimentsinobtainingcrucialeducationaland healthservicesandinformation,andinstancesofprejudiceandpoverty.
Consideringthechallengesposedbytheclimatecatastrophe,thereisagrowingemphasisonaddressingmatters offairness,diversity,andsocialjusticewithintherealmofleadership.Onemethodofbolsteringeducational leadersisthroughtheprovisionofresources,suchastheTikambe!-OurStories,OurLives,OurPlanetinitiative. (Theword‘Tikambe’means‘Let’sTalk’intheZambianpartner’sChinyanjadialect.)Theproject’sobjectiveisto developaresourcespecificallytailoredfordisabledindividuals,focusingontheexplorationofclimateprecarity, livedexperiences,survivalstrategies,rights-basedadvocacy,educationalresources,communicationtoolkits, accesstoinformation,andpeer-to-peersupport.
Thisproject’smainobjectiveistomakeasubstantialscholarlycontributiontothedomainofinclusiveeducationalleadershipintimesofcrisis.Thiswillbeachievedthroughthedevelopmentofanonlinelibraryand communityresourcethatservesasanexclusiveplatformfordisabledfamiliesandstudentstoexchangenarrativesandencounters,obtainresourcesandassistance,andchampiontheirrights.Theprojectwillfurthercontributetothedisseminationofknowledgeontheobstaclesencounteredbyindividualswithdisabilitieswithin educationalinstitutionsandcommunitiesaffectedbyclimatechange.Furthermore,itwilladvocateforthe implementationofinclusiveclimateadaptationpoliciesandtheadoptionofinclusivepractices.
Theprojectisbeingdevelopedinpartnershipwithdisabledlearnersandeducatorsin8to10countries,representingadiversityofculturesandcontexts.Theprojectwillbeguidedbythefollowingresearchquestions:
• Isitpossibletocreateasafebutpotentonlinespaceforacross-culturalglobalcommunityofdisabled educators,learners,studentsandtheiralliestocometogethertosharelivedexperiences,resources,and peer-to-peersupportwithanemphasisonclimateprecarityandeducationaladaptation?
Mighttheseresourceshaveapositiveimpactondisabledpeopleandtheircommunitieswhenitcomes todisability-inclusiveclimateadaptationandeducationalpolicy?
Theprojecttitled“Tikambe!-OurStories,OurLives,OurPlanet”isasignificantandtimelyendeavor.Thedevelopmentofthisresourcewillserveasausefulassetforeducationalleaderswhocansupportindividualswith disabilitiesandtheirfamilies,whilealsomakingasignificantcontributiontowardstheprogressofdisabilityinclusiveclimateadaptioneffortsinschoolsandintowiderlocal,nationalandinternationalcommunities.
Saturday,6thJuly-16:30:(Cameronia)-Theatre
Mr.AliFarukYaylacı (KutahyaDumlupınarUniveristy),Mrs.FilizGoktunaYaylaci(AnadoluUniversity)
Turkiye,whichhasarichhistoryofmigration,hasbecomeatypicalmigrationcountryasaresultofrecentdevelopments.TurkiyehasbeenfacedwithintensemigrationflowsduetothecivilwarinSyriasince2011.More than5millionforeignersliveinTurkiye,whichisincreasinglybecomingadestinationcountryaswellasatransitcountry.Themajorityoftheseforeignersarechildrenandyoungpeopleofeducationalage.Althoughserious progresshasbeenmadeinrefugeechildren’saccesstoeducation,thereareimportantproblemsinthecontext ofeducation.TheperceptionofrefugeesandforeignersastemporaryguestsinTurkiyehasnegativelyaffected theprocessofdevelopingpermanentpoliciesinthefieldofeducation.Thelackofstrong,healthyandholisticeducationpoliciesnegativelyaffectsthemutualadaptationofthehostsocietyandnewcomers.Education iscriticalinimprovingharmonybetweennewcomersandthehostsociety.Solvingtheeducationalproblems ofrefugeechildrenwillmakeavitalcontributiontobuildingacommonfuture.Inthiscontext,thisresearch willfocusonthepositionsofrefugeechildrenandtheirparentsintheTurkisheducationsystemwithinthe frameworkoforganizationalcitizenship.Theorganizationalcitizenshipapproachisbasedontheunderstandingofestablishingacivicrelationshipbetweentheschoolanditsmembers,asinthestate-citizenrelationship. Examiningtherelationshipbetweenschoolsandcitizensonthebasisofrightsandresponsibilitiescanmake importantcontributionstounderstandingtheeducationalproblemsofrefugeesandimprovingmutualharmony.Inordertoevaluatethepositionofrefugeestudentsandparents,whoarethenewcitizensoftheschool, intheeducationsystemthisstudywasdesignedasaqualitativeresearch.Datawillbecollectedbyconducting surveysandinterviewswithatotalof100people,including20refugeestudents,20refugeeparents,20teachers andschooladministrators,20studentsfromthehostsocietyand20parentsfromthehostsociety,inschools attendedbyrefugeestudentsinEskişehirandKutahya,Turkiye.Inadditiontodescribingthecurrentsituation andproblems,theresearchisalsoexpectedtoprovideanawarenessthatwillcontributetomutualharmony onthebasisofschoolcitizenship.Atthesametime,itisthoughtthatthisresearchwillcontributetoabetter understandingoftherelationshipbetweentheschoolanditsmembersbyfocusingontheschoolcitizenship approach.
Sunday,7thJuly-09:00:(Auditorium)-Theatre
Dr.AnnMarieCotmanConcernsaboutschoolviolenceintheU.S.haveresultedinasubstantialincreaseindisciplineandsurveillance practicesandmechanisms,ostensiblytocreatesaferschoolenvironments.Theseshiftshavereverberatedin schoolsacrosstheglobethroughthehomogenizingforceofpolicytransferasAmericanideologiesaredisseminated.Onesea-changeinU.S.schoolsresultingfromschool-shootinginspiredfearshasbeenanexponential increaseinthenumberofdedicatedschoolpoliceofficers.Theconsequencesofplacingpoliceinschoolshave yettobefullyevaluated,butwhatwedoknowsuggestscauseforconcern.Specifically,aschoolpolicepresencemaybecontributingtotheschool-to-prisonpipeline(STPP),mostespeciallyforstudentswithminoritized identities.GiventhesignificantrisksposedbytheSTPPleadersmustaskwhosesafetyconcernsarebeingprioritized.WiththeinfluenceofAmericaneducationpolicy,andthestayingpowerofeducationpolicyingeneral, theimpactsofschoolpolicepoliciesarelikelytobevastandfar-reachingandthereforedemandcarefulexamination.
Schoolleadershipthataimstobetransformationaland/orculturallyresponsiverequiresthatmarginalized voicesandthefullnessoftheschoolcommunityhelpguideaschool’sconceptionsofsafetyanddangerous, prioritizationofriskconcerns,andevaluationofmitigationefforts.Currently,thescholarshipaboutschool policespansseveralfieldsofresearch,butwithalimitedcontributionfromthefieldofeducationleadership.
PURPOSE:Thisstudyaimstobegintoaddressthisgapbyexaminingthetrainingtextforschool-basedlaw enforcementusedinoneofthemostpopulousstatesintheU.S.,oneofthefewthatrequiresspecializedpolicetraininginpreparationforservinginschools.THEORY:Embracingthecriticalstrandofhermeneutics, thisstudyusesthelensofcriticalwhitenessstudiestoinvestigatethetextforpotentialintersectionwithkey componentsoftheSTPP,suchas,race,schooldiscipline,gender,sexuality,anddisability,amongotherconcerns.METHOD:Employingcontentanalysis,eachpassageinthetrainingcurriculumwasfirstexaminedwith adeductivecodingframeoftheidentifiedpartsoftheSTPP,i.e.,zero-toleranceandexclusionarydiscipline,disparitiesindisciplineforstudentswithminoritizedidentities,policesurveillance,andculturallynon-responsive schoolpractices.Secondly,eachunitofanalysiswasevaluatedforitssemanticrelationshiptothediscoursein whichtheunitisembedded.Lastly,adetailedanalyticmemowasrecordedleaningoncriticalhermeneutics forarobustinvestigationthatavoidsover-simplificationandembracesambiguity.FINDINGS:Findingsreveal dysconsciousdefinitions,unreliableinformation,anddeficitthinkingthatenshrinewhitenessascorrectand normal.Significantpassagesmarginalizegirls,LGBTQIA+students,andstudentswithdisabilitiesbetraying apatriarchal,ableistandcis-normativeperspective.Otherpassagesreinforceracist,sexist,andhomophobic beliefsinvitingdeficitthinkingaboutminoritizedstudentsfromschoolpoliceofficers.IMPLICATIONS:These findingssuggestsomeimplicationsforleadershippracticesthatcanhelpdisrupttheSTPPaswellasconsiderationsforrebuildingaschoolsafetymanagementframeworkformoreculturallyresponsiveandequitable schools.Finally,policyimplicationssuggestalternativewaysthatschoolpolicemightbeprepared,governed, anddeployed.
Sunday,7thJuly-09:20:(Auditorium)-Theatre
Dr.EnriqueAleman (TrinityUniversity),Dr.EvangelineAguilera (TrinityUniversity)
Inthispresentation,wedescribeouruniversity’sprincipalpreparationprogramasa(re)imaginedsocialjusticeandleadershippraxisgraduateprogram,andhighlightthewaysinwhichwecultivatetransformativeapproachestoleadershipineducationalinstitutionsacrossSouthTexas.Ourprogramprepareseducatorswhoare workingontheireducationalleadershipdegreetotakeonthechallengesofurbanschoolleadership,preparing themtoenacttheirleadershipfromcriticalconsciousness(El-Aminetal,2017)andcommunityculturalwealth perspectives(Yosso,2005).Asprogramdirectors,wehaveupdated,revisedand(re)imaginedtheprogram’s curriculumoverthelasttwoyears,incorporatingafocusedknowledgeofandpracticalapplicationofsocial justiceconcepts,includingreadingsfromauthorsandbooksthathaverecentlybeenbannedbytheTexasState Legislature.Inthispresentationwesharefindingsfromapolicyadvocacyprojectthatstudentscompletedas partoftheir“DayontheHill”experienceattheTexasStateCapitol.Ourguidingresearchquestionsinclude: Whatimpactdidcompletingthisprojectandpresentingtolegislatorsandlegislativestaffhaveonstudents’ advocacyperspective?Howdotheyreflectontheroleofeducationalleadersinthecurrentpoliticalclimateof theirstate?
Theoretically,theprogramisguidedbysocialjusticeandequity-focusedleadershipframeworks(Raddetal., 2021;Capperetal.,2006),andintroducesconceptualtoolssuchascriticalconsciousnessandhumanizingpedagogiesandleadership(Friere,2018),racialliteracyforeducationalleaders(DouglassHorsford,2014),andthe enactingofanti-raciststrategies(Simmons,2019).Thisresearchisworkingtowardanunderstandingofeducationalleadershipasahumanizingpractice,andwrestlingwiththereal-worldapplicabilityandpoliticalacuity thatisnecessaryindisruptinginequitablepoliciesandpracticesfromwithintheschoolsystemsourstudents workin.Datacollectionincludedindividualandfocusgroupinterviewswithmembersofourlastthreecohortsofmaster’sstudents,totalingapproximatelyfortygraduatesofourprogram.Inaddition,weconducted thematicandcontentanalysisofthepolicyresearchprojectsthattheycompletedandpresentedtolegislative staffandpolicymakers,includingprojectsonschoolfunding,bilingualeducation,andmentalhealthservices forK12students.Alongwiththeinterviewdata,wecollectedandanalyzedstudentreflectionsabouttheirexperienceswithadvocacy.Finally,thecurriculumthatwehavereimaginedoverthelasttwoyearsisourfinal sourceofdata.Ourfindingsdemonstratehowtheapplicationofsocialjusticecanbeempoweringandthathavingknowledgeaboutthesystemsandpoliciesthatimpactlocalschoolsisimperativetotheirpracticeasthey takeonleadershiproles.Wetracehowtheirmindsetsevolvedfrombeingstrictlyadministrativetoadvocacy andequity-focusedasaresultoftheirprogrammaticexperiences.
Thisresearchcontributestoourevolvingscholarshiponsocialjusticeleadership,andtheimplementationof leadershippreparation,especiallyinpolicyandpoliticalclimatesthatarenotconducivetocriticalandtransformationalleadership.
Sunday,7thJuly-09:40:(Auditorium)-Theatre
Dr.DeirdraPreis (SacredHeartUniversity),Dr.DawnJara(FairfieldPublicSchools)Co-teachingisaninstructionalapproachthat,whenimplementedbyequity-minded,skilledprofessionals,can offergreatereducationalaccesstohistoricallyunderservedpopulationsofstudentsthroughitsfundamental commitmenttouniversaldesign,andtoculturallyrelevantinstructionandrelationalpractices.However,studiesunanimouslyagreethat,withoutappropriateattentiontocreatinganinclusivecultureandappropriate operationalsupportsbyschoolleaders,co-teachingisnotlikelytohavethedesiredimpactondisparitiesin achievementandadvancement.Infact,mostschoolleadersfeellargelyunpreparedtoimplementco-teaching duetoitsabsencefrommostadministratorpreparationcurricula;currently,muchoftheliteraturearoundthis modeloffersgeneralimplementationrecommendationsorteacher-centeredinformationratherthanprovidingspecificstrategiesandpracticalperspectivesthatcansupportschoolleadersinoperationalizingaquality program.Thispresentationisaretrospectiveoftheactualexperiencesofabuildingadministratorandaspecial educationteacherwhocollaboratedonimplementingaco-teachingmodelinaU.S.suburbanhighschoolfor overtenyears.Fromtheirrespectivelenses,itprovidesdetailedperspectivesaroundhowtheymanageddaily operationsandplanning,andthestepstheytooktobuildcollectivecommitmentandteamcapacity.Italsoconnectstotheprofessionalliteratureonco-teachingwhichisweavedthroughoutthepresentationtosupportto theirclaims.Narrativesbytheauthorswillhighlightboththesuccessesandmistakestheyexperiencedasthey developedthemodelovertime,andexplorethenuancesandpracticalchallengesaddressed.Itisanticipated thatthispresentationwillbeofinteresttoschoolleadersseekingtoimplementaqualityco-teachingprogramto improveeducationalaccessfortheirstudentswithexceptionalities,BIPOCstudents,andemergingmultilingual studentsintheirschools.
Sunday,7thJuly-10:00:(Auditorium)-Theatre
Mr.WeiyuanWu (TheUniversityofManchester),Dr.CatherineAtkinson (TheUniversityofManchester)
Researchquestions
InMainlandChina,LGBTQcommunitiescontinuetoexperienceseverediscriminationandmarginalisation(Wei 2020).Inschools,LGBTQ-relatedcontenthasbeenlargelyerased,andnon-heterosexualeducatorsaregoverned byboththepoliticalclimateandheteronormativeculture(Cui2021).
ThisstudyexplorestheexperiencesofChineselesbianandgaymid-levelschoolleaders,aimingtounderstand howpoliticalandsocialgovernanceaffecttheirteachingandleadingpractices.Itasks: 1)Inwhatwaysdoes heteronormativityprimarilymanifestinschoolandconcernthesenon-heterosexualeducators?2)Howdoessexualityinformtheirteachingperformanceintheclassroom?3)Howdoessexualityimpacttheirleadershippractices atschool?
Theoreticalframework
Thisstudybringstogetherqueertheory–inparticular,Foucault’s(1980)conceptualisationsof‘discourse’and ‘power’,andButler’s(1990)‘heterosexualmatrix’-withChineseconceptualisationsofConfucianismandSocialismtoproposeanewtheoreticalframeworkwhichweterm‘theChineseheterosexualmatrix’.Usingthis framework,weseektounderstandthespecificwaysinwhichheteronormativityandChinese(Party-State)ideologiesintersecttocreateadistinct‘gridofculturalintelligibility’(Butler1990:23)forLGBTQschoolleadersin China.
Methods
ThreeChinesemid-levelschoolleaderswhoself-identifyasgayorlesbianandclosetedinschoolwererecruited ontheChinesesocial-mediaplatformWeChatinMarch2023afterobtainingtheethicalapprovalfromtheUniversityofManchesterEthicsCommittee.Eachparticipantwasinterviewedforaround60minutesonZoom usingasemi-structuredinterviewformat,andinterviewswereaudio-recorded.Reflexivethematicanalysis (Braun&Clarke2022)wasusedtoanalysethedata,andthreethemesweredeveloped:1)Heteronormativityembodiedbyschoolseniorleadershipteam;2)Disruptingheteronormativityinclassroomasateacher;3) (Not)challengingheteronormativityinschoolasaleader
Findings
ThisstudyrevealsthatChineselesbianandgaymid-levelschoolleadersfaceconstantpressurefromhegemonic heteronormativityintheworkplace.Thisislargelyembodiedandperpetuatedbytheschool’sstrictadherence tobothParty-Stateideologiesandtraditionalgenderandsexualitynorms,whichcometogethertocreatea distinctlyChineseheterosexualmatrixofintelligibilityforLGBTQmid-levelleaders.Additionally,ituncovers thedifferentapproachestakenbytheseclosetednon-heterosexualeducatorsinaddressingqueerissuesintheir rolesas teachers and leaders.Asteachers,theyhavetheagencytodisruptheteronormativityintheirown classroomswithoutrevealingtheirsexuality.However,whenitcomestochallengingheteronormativityat theschoollevel,theiragencyislimitedbythehyper-visibilityoftheirleadershipposition.Theirdisruptive leadershippracticesareoftencovert,scattered,andunsustainable,andmustbeundertakenonthecondition ofnotriskingexposingtheirsexualitytotheircolleagues.Wearguethatwithinthismatrixtherelationship betweenleaderidentityandagencyisnotpredetermined;fortheseChineselesbianandgaymid-levelschool leaders,leaderidentitycanservetobothfacilitateteachingperformanceandconstrainleadershippractices.
Contributions
Thisstudymakesaconceptualcontributionthroughitsintroductionofaninnovativeconceptualframework:
the‘Chineseheterosexualmatrix’.Itcontributesmethodologicallythroughpresentingtheprocessofrecruiting andinterviewingvulnerableandhyper-invisibleparticipants.
Sunday,7thJuly-09:00:(Agamemnon)-Theatre
Dr.RaniaSawalhi (Eduenterprise),Mr.GhiathHawari(Eduenterprise)
Withthegrowingglobalinterestinsustainabilityanditsimplicationsforeducationalleadership,thisstudy delvesintotheeffortsofMuslimscholarstoconstructaneducationalmodelthatfosterssustainability.In1985, Dr.MajidIrsanAlKaylanipioneeredarelationshipmodelanddevelopedaccompanyingtoolsandframeworks toassisteducatorsinshapingandguidingeducationalopportunities.Thisresearchfollowedthediscourse analysisof27booksandstudiesrelatedtoDrAlKaylani’swork.Thestudyidentifiesandanalyzesthefivekey domainswithinDr.AlKaylani’srelationshipmodelandjuxtaposesthemwithUNESCOsustainabledevelopmentgoals,sheddinglightontheirpotentialimplicationsforredesigningeducationalsystemsandleadership practices.
Thestudy’sfindingsprovidevaluableinsightsintohowDr.AlKaylani’srelationshipmodelalignswithsustainabilitygoals,offeringafreshperspectiveonhoweducationalleadershipcanbeharnessedtofostersustainabilityineducationalsettings.Theimplicationsofthisresearchextendbeyondtheoreticaldiscourse,servingasa practicalguideforeducatorsandleadersseekingtocreatesustainableeducationalopportunities.Ultimately, thisstudyunderscorestheimportanceofcombiningeducationalleadershipandsustainabilityeffortstoaddress thepressingchallengesofourtime.
Sunday,7thJuly-09:20:(Agamemnon)-Theatre
Dr.LisaRamshaw (NewcastleUniversity)Thepurposeofthispresentationistopositionaninterdependentleadershipconceptthatdrawsontheliterature ofwell-knowntheoristsandresearchersandaimstocombinethreeeffectiveleadershipapproachesintoone whenconsideringleadingchangewithinanorganisation.Theunderlyingandfundamentalroleofvaluesintegrity,authenticityandtransparency-hasdriventhechoiceofthethreeleadershipapproaches.Thisnewly conceptualisedinterdependentleadershipconcepthasbeennamed TrianalogousLeadership,andcombines Transformational,ServantandDistributedLeadershipapproaches.Transformationalleadershipasa process, servantleadershipas behavioural,anddistributedleadershipas practice (Northouse,2016;Spillane,2005)align topromoteeffectivechange.
Thecombinationandinterdependenceofthethreeleadershipapproaches–transformational,distributed, servant–aimstocapturetheeffectivefeaturesofeachanddemonstrateshowthespecificfeaturesofeachleadershipstyle–Process,Behaviour,andPractice–combinetocreateapotentiallypowerfulandmoralleadership concept.
Theformatofthispresentationwillbetheatrestyle.Beforethepresentation,theaudiencewillbeinvitedto considertheirownleadershipvaluesand‘go-to’leadershipapproaches.Afterthepresentation,theauthorwill invitequestionsandconsiderationsfromtheaudience.
Sunday,7thJuly-09:40:(Agamemnon)-Theatre
Thissymbolrepresentstheneedtotransformtheworldbycreatingaspacethatpromotesinterdependence andcollaborationamongstagroupofpeopletowardsagreatergood.“BoaMeNaMeMmoaWo”embodies theideathatresearchinvolvingmarginalizedcommunitiesisinherentlyinterdependentandcooperative. Myresearchandscholarshiparefocusedoncenteringthevoicesofthemarginalized,underserved,and underrepresentedwithintheeducationalsystemanddevelopingsystemic,transformativeapproachesto empowerthedisenfranchisedtothrive.Thisapproachisbothethicalandmethodological,strivingtoensure thattheperspectives,experiences,andneedsofmarginalizedandunderrepresentedgroupstakeprecedence andreceivetheutmostattentionthroughouttheresearchprocess.Itacknowledgeshistoricalimbalancesand powerdifferentialsthathaveoftensilencedmarginalizedvoicesandaimstorectifythisbyamplifyingour voices.
Emancipatoryresearchisparticularlyrelevantincontextswherechallengingpowerimbalances,promoting socialequity,andaddressingissuesofinequalityanddiscriminationareimperative.Itheorizefourcomponents necessarytoemancipatoryscholarshipincluding(1) Essentializationofcontext,(2)criticallyExamination ofsystems,(3)Elevationofmarginalizedvoices,and(4)Eradicationofoppressivestructures.
Essentialization: Tounderstandthenuancesofoppressionandresistance,it’sessentialtocontextualizethese conceptswithinabroaderframework.Oppressionreferstothesystemicandsustainedmistreatment,domination,orsubjugationofonegroupofpeoplebyanother,oftenbasedoncharacteristicslikerace,gender,class, religion,orotherformsofidentity.Resistance,ontheotherhand,involveseffortstochallenge,confront,or combatoppressioninvariousways.
Examination: Perpetuationofmarginalizationisoftenrootedinvarioussystemicandstructuralfactors.Examiningthesesystemscriticallyisessentialforunderstandinghowandwhymarginalizationpersists.Tocriticallyexaminethesesystems,it’simportanttoconsiderthestructuralandhistoricalfactorsthatunderpinthem, aswellasthewaysinwhichtheyinteractandreinforceoneanother.Criticalexaminationshouldalsoinvolveaconsiderationofhowpowerdynamics,policies,andculturalattitudescontributetotheperpetuationof marginalization.Identifyingthesesystemsisacrucialsteptowardaddressinganddismantlingthemtocreate amoreequitableandjustsociety.
Elevation: Elevatingthevoicesofthemarginalizedandenablingself-advocacyisanongoingprocessthatrequiresdedication,resources,andacommitmenttosocialjustice.It’scrucialtocreateaninclusiveenvironment whereeveryone,regardlessoftheirbackground,hastheopportunitytobeheardandtoadvocatefortheirrights andneeds.
Eradication: Eradicatingoppressivestructuresisalong-termcommitmentthatrequirestheinvolvementof individuals,communities,organizations,andgovernments.Itinvolvesaholisticapproachthattacklestheroot causesofoppression,addressesitsvariousmanifestations,andpromotesequityandjusticeforall.
Theemancipatoryresearchparadigmchallengesconventionalresearchapproachesbyplacingaprimaryfocus onempoweringmarginalizedcommunitiesandupholdingacommitmenttosocialjustice.Itaimstobridgethe gapbetweentheoryandpractice,emphasizingtheimportanceoftakingactiontoaddresssystemicoppression andinequality.
Sunday,7thJuly-09:00:(Arcoona1)-Theatre
Dr.KevinRichardson (UniversityofNottingham)Thisresearchhadtwoobjectives,tohelpshapeFurtherEducationpolicyandpracticeinEnglandandtocontributetoanevidencebaseforpolicymakersthatwillgeneratefurtherinvestmentintheprofessionaldevelopmentofmiddleleaders.
Thisresearchcentredonmiddleleadersinstudent,customerandregulatoryfacingroles,namelythoseinCurriculum,Managementinformationsystems(MIS)andLearnerServicespositions.Itspurposewastodevelopa clearinsightintothethemesofa) TheattractionofMiddleLeadership,b)Thesustaininginterestandcommitment c)TheProfessionaldevelopmentandtheMiddleLeader,d)Roleexpectations:people,resourcemanagementand developmentandthemiddleleader.
MiddleleadersinCurriculum,MISandLearnerServicesrolesatallAoCmembercollegeswereapproachedto completeasurveyusinga7-pointLikertscalesurvey.Thesurveycomprisedof55towhich235responseswere received.Semi-structuredinterviewswerethenconductedwitheightmiddleleaders,selectedtoreflecteach AoCregionandthethreecategoriesofmiddleleadersnotedabove.
TheresearchhighlightedthreekeypositivesaboutmiddleleadershipinEnglishFEColleges:1)Thatthemiddle tierisbroadlyhappyititsrole,2)theroleisattractive,anditsustainsinterestandcommitmentand3)middle leadersareverypeoplefocusedandeffectiveresourcemanagers.
Thesefindingswerecounteredbyconcernsrelatingto1)amixedrange,typeandeffectivenessoftheprofessionaldevelopmentandcoachingtheyreceived,2)thattherewardsdonotalwaysreflectthedemandsofthejob, 3)leadingpeopleandsustaininganeffectiveteamculturearebothchallengingtosustain,4)Work/lifebalance isnotalwaysgoodand5)SuccessionplanninginCollegeswasseenasapriority.
Arangeofrecommendationsemergedfromtheresearch;
Thefurtherinvestmentinthecollegemiddletier -relatingtoaccreditedleadershipdevelopment;formalised mentoringandcoaching;thedevelopmentofmiddleleadershipnetworks.
Theaddressingofthedevelopmentneedsofmiddleleaders –whichshouldbeformallyevaluated;inrelation tothestrategicandoperationalrolesofmiddleleaders;thattheirprofessionaldevelopmentshouldbelinkedtoa greaterconcernforsuccessionplanning;thatmiddletierprofessionaldevelopmentshouldreflectthepriorities oftheOfstedInspectionframework(2021);seniorleadersshouldworktodistribute/shareleadership,authority andresourcestofurtherempowerthemiddletier;thatmiddleleadersaresupportedtoengagemorefullywith externalstakeholderssotheycanenhancedtheirappreciationofthewiderneedsofthecommunity.
Recognitionofthemiddletier:Anevaluationoftheworkload,expectationsandconditionsofemployment ofmiddleleadersisundertaken;thatparticularfocusisgiventosupport,developmentandinclusionofMIS middleleadersasbothspecialistsandteamleadersthatsupportthecollegeasawhole;thatthecomplexityand centralityofthecontributionofthoseengagedin‘LearnerServices’isfullyacknowledgedandthatagreater focusgiventotheprofessionalcareerpathofthoseinthiscentralservice.
Sunday,7thJuly-09:20:(Arcoona1)-Theatre
Dr.ChrisLewis(NationalAcademyforEducationalLeadership),Mrs.TegwenEllis(NationalAcademyforEducational Leadership(Wales)),Ms.NiaMiles (NationalAcademyforEducationalLeadership(Wales))
The‘well-being’oflearnersandbroaderschoolcommunitieshasbeenanareaofincreasingacademicandpolicy interestinWales,asintheUKandinternationally,forthelastdecade.TheCovid-19pandemicbroughtthisinto sharpfocus.
TheWelshGovernmentintroduceda Frameworkforembeddingawholeschoolapproachtoemotionalandmental well-being in2021and,duringandfollowingthepandemic,therehasbeensignificantadditionalinvestmentin well-beingsupportinWales.
Although leadership hasbeenseenascentralindeliveringbetterwell-beinginschoolsinWales, leaders themselveshavesofarbeenneglected.Thesubtlebutsignificantdifferencebetween‘leadingwell-being’and‘leaders’well-being’isnotwellunderstoodandthewell-beingofschool(andothereducational)leadersinWalesis notyetprioritisedorsystematicallysupported.
ThispaperexploreshoweducationalleadersinWalesexperiencetheirownwell-being,drawingonextensive survey,interviewandfocusgroupdata,gatheredbetweensummer2020andAutumn2023,topresentapicture ofaprofessionunderpressure.
Thepaperidentifiesthekeysourcesofnegativeexperiencesofwell-beingamongeducationalleaders,includingworkload,(highstakes)accountability,staffingandpersonnelissues,budgetconstraintsand,particularly postpandemic,pupilbehaviour.Anemergingthemearoundthenegativeimpactofperceivedorganisational ‘missioncreep’andablurringoftheroledefinitionsofseniorleadersarealsodiscussed.
Thepaperthenidentifiesthemainsourcesofwell-beingsupportavailabletoleadersanddiscussessomepolicy innovationsthatarebeginningtotakeleaders’well-beingseriously.
Theremainderofthepapertakesapracticalapproachtowhatthepolicyresponseshouldnowbeandproposes anewwell-being‘charter’foreducationalleadersinWales.
Sunday,7thJuly-09:40:(Arcoona1)-Theatre
Ms.SarahBibi (TheManchesterInstituteofEducation,UniversityofManchester),Dr.StephenRayner (TheManchester InstituteofEducation,UniversityofManchester)
RespondingtotheConferencetheme–‘whoorwhatiseducationalleadershipfor?’–wefocusontheresponsibilityofschoolleadershipforteachers’well-being.Specifically,weexplorehoweducationpoliciesthatare designedtoshapethedispositionsandattitudesofschoolleadersandteachersmight–purposefullyorinadvertently–compromisetheirwellbeingandposearisktotheircontinuationintheprofession.Bothnational andlocalandin-schoolpoliciesmaybedevised,framedandpromotedinwaysthatobstructtheestablishment ofacultureofcareinschools,makingitdifficultforschoolleaderstoprioritisethewell-beingoftheirstaff. Recentresearchdata–publishedseparatelybytheUKgovernment,teachers’unionsandacademicresearchers –indicatethatexcessivenumbersofeducationworkersareexperiencingpoormentalhealthorwork-related stress,orareplanningtoleavetheprofession.Webeginbyproposinganoriginalconceptualisationofthe complexitiesofwell-being,drawingonresearchfromthefieldsofeducationandpositivepsychology,showing howknowledgecaninformandinfluencehowkeystakeholderssuchasleadersandteachersdefineandperceivewell-being.Weusethistheoreticalworkasabasistoanalysedatafromanempiricalprojectdesignedto bringnewinsightsintothechallengesfacingschoolleadership,asarticulatedbyteachersinschoolsinEngland. Weinvestigatehowwell-beingisunderstoodandconceptualisedbyschoolteachersandleadershipteams;and whetherandhowthewell-beingofteachersisprioritisedbythosewholeadschoolsandschoolgroupsinEngland.Ourempiricaldataweregeneratedincase-studysettingsfromasecondaryschoolandafurther-education (‘sixthform’)college.Followingonline,institution-widequestionnairesdistributedtoallteachingstaff,interviewswereconductedwithvolunteerteachers.Ourfindingsbringnewinsightsintoindividualwell-being,wellbeingcultureandthebroaderethosofthecase-studyinstitutions.Althoughsomeofthepressuresonteachers’ well-beingmayhavebeentemporarilyexacerbatedbytheCovid-19pandemic,itisclearthatthesubsequent gradualreturntomorenormalwaysofworkinghasnotseenchangestothesituationwheretheperformance ofbothteachersandstudentsisconstrainedbypolicyandsubjecttooftenintrusivescrutiny.Withafocuson middleleadershipandteacherleadershipinschoolsandcolleges,weexaminehowprofessionalpractitioners areconstrainedorenabledbythepolicycontext;howtheyinterplaywitheachotherandwiththeirstudents; andwhetherlocalpolicydecision-makingisinformedbyaconcerntoestablishandmaintainacultureofcare, equityandsocialjusticeintheirinstitutions.Bydiscussingthesecasestudiessetinthecontextofpolicyin England,wedrawbroaderconclusionsthathaveinternationalsignificance,whereweargueforalleducational leadersnottooverlooktheimportanceofpromotingacultureofcarefortheirstaffastheybalancetheneedto implementpolicywithmakingtheirinstitutionaplacewherepeoplewanttoworkandtobe.
Sunday,7thJuly-10:00:(Arcoona1)-Theatre
Mrs.KathleenKerrigan (SchoolofEducation,UniversityofGlasgow),Dr.PaulIrvine (LiverpoolBusinessSchool,Liverpool JohnMooresUniversity)
Educationalleadershipisacomplexactivitywhichaimstocontributetosocietybyenhancingthelifechances ofyoungpeoplethrougheducation.Itisgenerallyheldthattheleadershipoforganisationssuchasschoolsis oftendispersedamongmultiplecolleagues,whohavevaryingroles,responsibilities,andlevelsofauthority. Scholarlyliteratureandtheleadershippreparationofschoolleadershasfocussedprimarilyuponschoolprincipals.However,thereisasignificantandgrowingbodyofresearchinterestinthespecificneedsofmiddle-level schoolleaders,who,duetotheirproximitytoclassroompractice,havethepotentialtomakeapositiveimpact tolearningandteachingandthereforetothelifechancesofyoungpeople.
Thispaperwillexplorewaysinwhichmiddle-levelschoolleaders,mightbesupportedintheirleadershippracticeandinthedevelopmentoftheirleadershipcapabilities.Leadingfromthemiddlecarrieswithitaspecific setofchallengesthataredifferentfromthosefoundatseniororexecutivelevels,inlargepartbecausethose inmiddleleadershiprolesfindthemselvesasinterlocutorsforcommunicationcascadingfromtheseniorteam totheclassroomteachers,andinreverse,informingtheexecutiveofthelandscapeatthechalkface.More establishedmiddleleadersbenefitfromongoingexperiencesthatenablethemtobuildtheirrepertoireofleadershippractice,whereasnewlyappointedmiddleleadershaveanaddedchallengeinthattheymorefrequently lackthebreadthanddepthofpriorexperiences,thosebasedonscenariostheyhaveseenpreviously,andon whichtheycandrawoninorderthattheyareenabledtomakeinformedjudgementcalls.
Studiesbothwithinthefieldofeducationandbeyondsuggestthatearly-stagemiddleleadersdoinfacthaveexperiencesthatarerelevanttotheirroleandonwhichtheycandrawtoinformtheirjudgements.Assuch,earlystagemiddleleadersoftenhavemorerelevantexperiencethantheygivethemselvescreditfor,andthrough self-reflection,ideallyaidedbyanindependentcoach,canrevisitsituationsandscenariostheyhaveseenor experiencedthemselvesandwhichcannotonlygivedirectiontodecisionsandactionsthatneedtobemade presently,butalsoincreasetheirconfidenceintheirroleasamiddleleader.
Withinthecontextofthepurposeofeducationalleadership,thispaperwilldrawfromempiricaldatagleaned throughcurrentresearchtoidentifyandconsiderexperiencesthatmayformthemiddleleader’sgeneralapproachtotheirleadershipandmanagementrole,someofwhichtheymaynotbeovertlyawareof.These experiencesmaycomefromtheirprofessionalexperienceorfromeventsthatarenotimmediatelyobvious, andwhichmayhaveoccurredfurtherbackintheleader’slifethantheywouldnormallyconsiderlooking.The paperwillconcludebyconsideringwaysinwhichearly-stagemiddleleaders,mightbesupportedtodrawfrom thisexperiencetoinformtheirpractice.
Sunday,7thJuly-09:00:(Creation)-Theatre
Prof.PhilipWood (NottinghamTrentUniveristy),Dr.AimeeQuickfall(LeedsTrinity)
Surprisinglylittleisknownaboutthenatureoftheseniorleadershipofresearchinuniversities.Inasmallscaleexploratorystudyweinterviewedsevenpro-vicechancellors(PVCs)ofresearchtounderstandthenature oftheirroles,theskillsandtraitstheybelievedtobecentraltothesuccessfuldevelopmentoftheirwork,andthe roletheyplayedinchangingtheresearchcultureintheirorganizations.Wecapturedaspreadofexperiences includingPVCsfromRussellGroup,Pre-92,Post-92and‘New’universities.
Streatfield(2001)exploresthecomplexityofleadershipworkinlargecorporateorganisations,anddemonstratesthatwhilstseniorleadersareexpectedtosetstrategicdirectionsandhaveoverallcontrolofcorporate activity,theydoinfactlackcontrolinmanyfacetsoftheorganisationalspace.Thismeansthattheyhaveformalcontroloverthedirectionoftheorganisation,whilstneedingtobeawarethattheirpowerandreachis limited.ThisiswhatStreatfielddescribesastheParadoxofControl,needingtobeabletocomfortablyinhabit theambiguouspositionofbeingincontrolandnotbeingincontrolatthesametime.
Inourresearch,allresearchleadersidentifytheirresponsibilityforadvancingresearchculturesanddeveloping andsupportingtheworkofacademics.However,theyalsoidentifyalackofcontrolwithintheirroles;they havetoworkthroughdiplomacyratherthanbydiktat.Thisisespeciallytrueoftheresponsesfromthepre-92 andRussellGroupleaders,wheretheacademicstheyleadarepartofamorematureresearchecosystem.The RussellGroupleaderexemplifiesthis,
‘WhenIwastheVicePresidentforResearchandInnovation [inadifferentcountry] everyonewhodealtwith researchandinnovationwaspartofmyportfolio.So,basicallyIhad220peoplewithinit.’
Nowtheyhavenoteam,andonlyapart-timeshareofapersonalassistant.Thismeansthattheirtaskismuch moreaboutdiplomacyandgainingalliesthandictating.
Thisambiguousrole,wheretheleadersareincontrolofamajorelementofuniversityactivity,withstrategic plans,targets,KPIsetc.butatthesametimehavelittlecontroloverthedaytodayresearchactivityofindividuals,withlittlematerialpowertodecideonresearchagendasotherthanwhereelementsofinternalfunding mightgo,showsamajorparadoxintheirwork.Theyhavetolearntolivewiththeinherentuncertaintythiscreates,andasaresult,theyneedtodevelopacuteinterpersonalanddiplomaticskillstoallowthemtosuccessfully navigatethecomplexityoftheirroleandcontext.
Sunday,7thJuly-09:20:(Creation)-Theatre
Dr.YoonjeongLee (UniversityofLeicester)
Theresearchprojectaimstoinvestigatehoweducationalleadershipcancontributetounleashingthecreativity ofinternationalstudentseffectivelyinUKHigherEducation.
UnleashingcreativityisanimportantobjectiveintheUKHE.Creativityisnotjustusefulforstudents’current learningandpersonaldevelopmentbutalsovaluablefortheirsuccessinemployabilityandfuturecareers. Unleashingcreativityisessentialforgeneratingnewknowledgeandskills,inventingnewproductsandentrepreneurship.Furthermore,itiscloselylinkedtoinnovationsandreformsofexistingorganisations. WhilemoreandmoreinternationalstudentscomefromallovertheworldtoHEintheUK,thediversitybrings variousbenefits,butitcanalsocauseunexpecteddifficultiesinteachingandlearninginUKhighereducation. Forexample,students’levelsofeducationandlanguageskillsvary,andstudentsbringdifferentexpectationsof learninginHE.Unfortunately,somestudentsdonotfullyunderstandtherequiredleveloflearningengagement, someothersareunfamiliarwithtimemanagementandindependentwaysoflearningandtheimportanceof academicintegrity.Inthisvein,academicstafffacevariousdifficultiesinteachingandcannotfullyfocuson unleashingcreativity.
Manyempiricalcasestudieshavereportedthepositiveimpactsofeducationalleadershiponstudentoutcomes andorganisationalimprovementsacrosstheworldforseveraldecades.Educationalleadershipcanbeauseful keytodealingwithcurrentdifficultiesinteachingandlearninginHEand,furthermore,tounleashthecreativity ofinternationalstudents.
Researchquestionsare:
1.Whataretheneedsandfeaturesofinternationalstudentsintermsofunleashingcreativity?
2.WhatstrategieshavebeenappliedtounleashthecreativityofinternationalstudentsinHE?
3.HowcaneducationalleadershipfacilitateunleashingthecreativityofinternationalstudentsinHE?
Aqualitativeapproachhasbeenemployedbecausetheresearchiscloselylinkedtoindividualacademicstaff’s perspectives,experiences,andreflections.Thestudyisdesignedasacaseofinternationalbusinessstudentsin thecreativeindustry,andafeaturesofactionstudyisapplied.
Toinvestigatethecurrentneedsandfeatures,documentanalysisandobservationareselected.Forthedocumentanalysis,curriculum,teachingmaterials,assessmentbriefs,andPSRdocumentsarereviewed,focusing onunleashingcreativity,andobservationofsomesessionsarearranged.Toformulateandsharemutualunderstanding,ideasandstrategies,twointeractiveworkshopsareconductedinNovember2023.Aftertheworkshops reflectiveperspectiveswillbecollectedintheformofwrittenparagraphs.Lastly,semi-structuredinterviews willbeemployedtocollectdifferentparticipants’understanding,experiences,andplans.
Academicstaffwhohaveexperienceinteachingdiverseinternationalstudentsinhighereducation,andmiddle leaderswhoareleadinginternationalcoursesparticipatedintheresearch.
TheresearchwillbecompletedbytheendofMarch2024andreadytopresentattheconference.Theresearch willshowstudents’needs,providethechancetoreviewtheteachingandleadership,andbeabletoseehow educationalleadershipofacademicstaffcancontributetounleashthecreativityofinternationalstudentsin UKHigherEducation.
ThecreativefunctionsofThirdSpaceleadershipinHigher Education–servingthosewholeadandleadingthosewho serve
Sunday,7thJuly-09:40:(Creation)-Theatre
Mrs.JudyChandler (TheOpenUniversity)
EducationalleadershipinHigherEducationcontainsmuchcomplexity,notleastofallinrelationtorolesthat contributetoformalisedleadershipfunctions.AccordingtotheHigherEducationStatisticsAgency,staffcontractslargelyfallintotwocategories–academicandnon-academic.However,bothcategoriesofHEstaffinclude formalleadershiproleswhichtogetherrepresenteducationalleadershipandmanagementinhighereducation. Overrecentyearstherehasbeenmuchdebatesurroundingtheapparentacademic:non-academicdichotomy, withanincreasingshifttowardsgreateracknowledgementofthediverserolesthatsitoutsideacademicroles. Whitchurch(2008,2012)writesabouttheshiftingprofessionalidentitieswithregardtorolesthatoccupythe in-betweenspacesandareconcernedwithbothacademicandnon-academicobjectives.ThisistheThirdSpace. TheseincluderolesrelatedtoAccessandParticipationorLearningDesignandmaybeenactedwithinFaculty whilealsooperatingbeyondFacultyspaces.Addedtothis,academicrolesarearguablyshiftinginasimilar manner,asresearchandteachingofteninvolveactivitiesthatmightbeconsideredmoreoperationalinnature. Whathasnotyetbeenfullyexploredintheliteratureisthefunctionandpurposeofeducationalleadershipin theThirdSpace.
Basedonresearchthatwascarriedoutduringadoctoralstudy,whichexploredtheenactmentofeducational leadershipandmanagementbyadministrativemanagersinadistanceandonlinehighereducationsetting,this paperrepresentsanarticulationofthecreativefunctionsofThirdSpaceleadershipinHigherEducation.The centralquestionthepaperseekstoaddressis HowmightThirdSpaceleadershipbeenactedinHigherEducation? Thedoctoralstudyinvolveddataproducedfrominterviews,photoelicitationanddocumentreview,someof whichisdrawnuponinthispaper.Thethemesthatemergedfromthedataincludedrelationships,powerand professionalidentity.ThesethemesprovidedahelpfulbasisforarticulatingcreativefunctionsofThirdSpace leadershipthatisnotonlyinservicetoeducationalleadersthemselvesbutalsoservesthosewhoarebeingled throughalliedplannedandunplannedactivity.ThedoctoralstudydrawsonCulturalHistoricalActivityTheory asaframeworkforanalysingthecomplexactivitysystemsthatexistinHigherEducation.ThirdSpaceleadershipcanbeenactedinthein-betweenspacesatpointsofintersectionwithinandbetweenactivitysystemsand itisthecreativeopportunitiesfoundwithinthealliedinteractionsthatthispaperhighlights.Finally,thepaper proposesatoolforassessingleadershipwithintheThirdSpacebasedonthestructureprovidedbyEngestrom’s (2008)expressionofCulturalHistoricalActivityTheory.
Sunday,7thJuly-09:00:(Inspiration2/3)-Theatre
Dr.PedroReyes(UniversityofTexasAustin),Mrs.JanetSolisRodriguez(UniversityofTexasAustin),Dr.DavidDeMatthews (UniversityofTexasatAustin)
Principalsplayanimportantrolerecruiting,retaining,andprofessionallysupportingteachers.Tobeeffective, however,principalsneedtounderstandthequalityoftheirteacherworkforceandbesupportedininducting, retaining,andprofessionallysupportingteachersbecauseifteacherqualitydeclinesduetopolicyorworkforce shifts,principalsneedtoberesponsiveintheirplanningandpractice.Thepandemichasbroughtaboutmany shiftsintheteacherworkforce,someofwhichremainunknown.Yet,researchershavelongidentifiedpatterns inthepreparation,placement,andretentionofteachersthatincludeashortageofveteranteachersincertain certificationareas,highratesofteacherturnover,andtheinequitabledistributionofexperiencedandhigh qualityteachersincertaincommunities.Toaddresssomeofthesechallengesandshifts,alternativecertificationprogramsofvaryingqualityhavebecomealargerplayerintheeducator[andschoolleader]preparation market,especiallyincertainU.S.states.Somestudieshavefoundthattraditionalpreservicecertificationprogramsproduceteacherswhostayinthefieldlongerthantheircounterpartswhotakealternativein-service routes,suchascompletingadditionaltrainingwhileworkingfull-timeintheclassroom(Marderetal.,2020). Othersfindcomparableretentionratesbetweentraditionalandalternativecertificationpathways(Taietal., 2006).Examiningtheretentionpatternsofthesetwotypesofprograms,especiallyidentifyingwhichpathways produceteacherswhoremainintheclassroommorethanfiveyearsafterjoiningthefield,isimperativegiven thelossofhumancapitalandtalentintheearlyyearsofteaching.Severalestimatessuggestthat40–50%of allnewteachersleavetheprofessionwithinfiveyears(Boeetal.,2008;Ingersoll&Smith,2003).Thepurpose ofourstudyistoanalyzethefactors(organizationalandindividual)thatexplainteachercareerpathwaysby preparationrouteaswellasteacherretention.WerelyonalongitudinaldatasetinonelargeU.S.statethat includesarangeofstudent,teacher,school,anddistrictinformation.Findingsfromthisstudyshedlightonthe uniquechallengesprincipalsconfrontinachangingteacherworkforce,especiallyincertainschooltypes.We concludewithadiscussionofimportantimplicationsforpractice,policy,andschoolleaderpreparation.Followingadiscussionoftheseimplications,webrieflyhighlightasetofpractitioner-orientedpracticesforprincipals workingwithhigherratesofnoviceteacherstrainedinalternativecertificationprograms.
Sunday,7thJuly-09:20:(Inspiration2/3)-Theatre
Mr.JohnathonJerman (UniversityofTennessee),Dr.RachelWhite (UniversityofTennessee)
K-12publicschoolsuperintendentsintheU.S.arereceivingsignificantpushbackfrompolicymakersfromallpoliticalparties.Withthelong-termimpactsoftheCOVID-19pandemicstilllingering,superintendentsmustlead newinitiativestomakeupforlostlearning,managereducedorthinnedbudgets,andcontinueday-to-dayoperationsallwhilenavigatingdemandingandoftenhostileexternalforcesstemmingfromthedivisiveconcepts battle.Williamsetal.(2019)stated,“Careersuperintendencyinasingledistrictisextremelyrareandturnover inthispositionisoneofthehighestintheeducationfield”(p.1).Now,facedwithadditionalpressuresstemmingfromdivisiveconceptslegislation,whicharedefinedas“billsdesignedtolimitdiscussionaboutracism, sexism,anddiscriminationintheclassroomand/orworkplace(TheNationalCoalitionforHistory),thisstudy seekstoanswer 1.)ifandhowdivisiveconceptshavecontributedtosuperintendentturnoversince2020,and2.) whatspecificfactorsstemmingfromthedivisiveconceptslegislationaredirectlycontributingtosuperintendent turnover.
PreliminaryfindingspulledfromsurveysshowaremarkableinfluenceofDEIandCRToncontentiousness experiencedbysuperintendentsacrossthecountry.Usingascaleof1-10,superintendentswereasked,“What leveloftensionhasyourschooldistrictandcommunityexperiencedrelatedtothefollowingissues/topicsover thepast2years?”(1=littletonotensionand10=thehighestlevelsoftensions).Takingtheaverageofall388 respondents,DEIhadascoreof4.16,andCRThadascoreof4.01.Oftherespondents,26%rankedDEIasa6 orhigherontheleveloftensionscale.Alsonoteworthy,25%respondentsrankedCRTaseithera6orabove.In all,roughly25.5%ofallsuperintendentswhocompletedthesurveybelieveDEIand/orCRTcausedtensionin theirdistrictandcommunitiesoverthelasttwoyears.Anotherquestion,thistimeusingtheLikertscale,asked respondentsifschoolboardmeetingstheyhadparticipatedinoverthepasttwoyearshadbecomenoticeably morecontentious.Ofthe388initialrespondents,207(53.4%)choseeither“somewhatagree”(134)or“strongly agree”(73).
Interviewsalsoprovidedaqualitativelookintosuperintendents’livedexperiencesfacingcontentiousnessin theirdistricts.Onesuperintendentinaruraldistrict,whenaskedaboutnavigatingdivisivetopics,described social-emotionalcurriculumasa“hotbutton”inhercommunitybecauseparentsassociateitwithCRT.Another describedpersonalattacksshedealtwithinhercommunityfromparentswhodisagreedwithmaterialsbeing taughtinsocialstudiesclasses.
Thisstudyalignswiththe2024BELMASConferencetheme,“WhoorWhatisEducationalLeadershipfor?ThinkingaboutPurposesinEducationalLeadership,ManagementandAdministration”inthatitaimstounderstand theimpactdivisiveconceptslegislationhasonthemostimportantlevelofeducationalleadershipinU.S.public schoolsystems.Furtheringtheunderstandingofhownewdivisiveconceptslegislationaffectleadershiproles willalsohelptoclarifyhowthesepoliciesaffectstudents,teachers,andprincipals.
Sunday,7thJuly-09:40:(Inspiration2/3)-Theatre
Dr.SusanH.Shapiro (TouroGraduateSchoolofEducation),Dr.SamanthaM.P.Scribner (IUSchoolofEducation-IU Indianapolis),Dr.PaulaMagee (IUSchoolofEducation-IUIndianapolis)
Thepurposeofthissessionistoexaminetheimplicationsofcrisisresponseinschoolcommunitiesonethicaleducationalleadershippractice,specifically,thepracticeofbuildingtrust.Schoolcommunitiesandtheir leadersincreasinglyconfrontcrisescausedbysocialinstability,incidentsofschoolshootings,naturalcatastrophes,andracial,cultural,andpoliticalconflict.Everyyearthereseemtobefreshobstaclesanddifficulties. Educationaladministratorsareexpectedtoproactivelyaddressthechallengesposedbyclimatechange,socioeconomicdisparities,joblessness,andsocietalunrest.Inadditiontotheemotional,financial,andphysicalimpact onmembersoftheschoolcommunity,acommonconsequenceofsuchunsettlingeventsisisolation,ideological polarization,andsubsequentdistrust.Withthisinmind,thispresentationaddressesthefollowingquestions:
1. Whatistherelationshipbetweenbuildingtrustandcrisisresponseinschoolcommunities?
2. Whatkindsofleadershippracticespromoteorinhibittrustinschoolcommunities?
Thispaperexploreshowleadersnavigatetheorganizationalpressurescausedbyvariouscrises.Inparticular,weexaminepracticesthatbuild(orinhibit)trustinschoolcommunitiesstrugglingwithconflict,isolation, anddistress.Giventhenatureofcrisisresponsemeasuresoftenrequiredofschoolleadersintimesofsurprise andemergencyevents,the“wickedproblems”(Grint,2010)thatunderlieorganizationalrecoveryfromandresponsetocrisisareoftenoverlooked.Thispaperarguesthatauthentictrust(SolomonandFlores,2001)isavital componentofeffectiveleadershippractice,especiallyduringtimesofcrisisandturbulence(Gross,2020).Trust isawidelyrecognized,oftentakenforgranted,conceptthatbecomesmoresalientinitsabsence.However,the processofcultivatingtrust(i.e.howdoleaderspracticeauthentictrust,andthusbuildtrust),remainsatopic ofinquiry,particularlyintimesofcrisisandturbulence.Inlinewiththeconferencethemeof,WhoorWhat isEducationalLeadershipfor?ThinkingaboutPurposeinEducationalLeadershipManagementandAdministration,thispaperhighlightstheimportanceoftrustandtrustingincultivatingandmaintaininginclusive, democraticschoolcommunities.
Theauthorsdefineauthentictrustanddiscussleadershippracticesthatbuildtrust,aswellaspracticesthat fomentdistrustinschoolcommunities,particularlyinthecontextofcrises.Theauthorsdiscussthediscerning ethicaljudgmentnecessaryforfosteringauthentictrust,andthepitfallsof‘cordialhypocrisyandblindorbasictrust.Drawingfromaselectionofcasesilluminatingthesignificanceofbuildingtrustamidcrisesinschool communities,theauthorsengageparticipantsinadiscussionoftheimplicationsoftheseconclusionsonpreparingethicalandeffectiveeducationalleaders.Thecasestudieswillbeusedtocreateinteractiveanddynamic discussionsbetweenanaudienceandtheauthor(s)toexploretheconceptspresented.
Sunday,7thJuly-10:00:(Inspiration2/3)-Theatre
Mrs.FarahLiyanaMohamadHalil (UniversitiPutraMalaysia),Dr.NorAzniAbdulAziz(UniversitiPutraMalaysia),Prof. AminuddinHassan(UniversitiPutraMalaysia)Thebeginningofthe21stcenturyhasledleadershipandmanagementtheoriestopayrenewedattentiontothe importanceofValues-BasedLeadership(VBL),especiallyinvolatile,uncertain,complex,andambiguous(VUCA) situations.Inrecentyears,leadersineducationhavefacedadauntingpathinleadingtheirorganizationsthat isuncharted,unprecedented,anduncertain.Theroleofleadersineducationisbecomingincreasinglychallenging.Theymuststeertheirorganizationsthroughturbulenttimeswhilemaintainingthemoralandethical compassthatdefinestheircorevalues.ThisabstractexplorestheconceptofVBLinthecontextofVUCA,focusingontheimplicationsofthisleadershipapproachinguidingtheireducationalorganizationstowardsstability andresilience.
TheVUCAcontextisoftencharacterizedbyconstantchange,unexpecteddisruptions,andshiftingeducational landscapesthatcanhaveaprofoundimpactonthewayorganizationsoperate.Educationalleaders(ELs)cannotescapethisenvironment,andaleaderisnotaleaderifheorshedoesnotknowhowtonavigatesuchan environment.Insuchadynamicenvironment,VBLhasproventobeanexampleofstabilityandethicalguidance.Value-drivenleadersanchortheirdecisionsandactionsinaclearlydefinedsetofcorevalues,whichoften includeprinciplessuchasintegrity,honesty,authenticity,andaccountability.Thesevaluesserveasaguiding frameworkthatenablesleaderstomakeethicaldecisions,buildtrust,andcreateapositiveenvironmentfor theirorganizations.
TheVBLapproachdoesnotstandalone,asitisacollectivetermforvariousleadershiptheoriessuchasauthentic leadership,ethicalleadership,andservantleadership,withclearsimilaritiesanddifferencesbetweeneach theory.Assuch,values-orientedleadersneedtochangenotonlytheirmindsetbutalsotheirattitude.The philosophyoftheVBLapproachisbasedonthepremisethatpeopleareprimarilymotivatedbyvalues;people placegreatvalueontheirpersonalvaluesandlivebythem.Inotherwords,valuesareoneofthenatural motivators.WhendealingwithVUCAsituations,ELsneedtobeabletomakedecisionsandtakeactionsbasedon strongcorevaluessuchasmoralandethicalvalues,thatultimatelyfocusonandtakeintoaccountstakeholder concerns.Ultimately,VBLisaboutleaderscreatingasafe,openenvironment,offeringhopeandcaretotheir followers,andtakingthemintoaccountbeforemakingdecisionsguidedbyasetofprinciples.
Insummary,thesignificanceofVBLinthecontextofVUCAisparamount.Thisleadershipapproachnotonly providesstabilityandastrongethicalfoundationbutalsopositionseducationalorganizationsforlong-term success.Inthemidstofunpredictablechallenges,ELswhounwaveringlyprioritizetheircorevaluescreate trust,resilience,andadeepsenseofpurposeamongfollowersinorganizations.InthefaceofVUCA,which isconstantlychangingtheeducationallandscape,VBLremainsabeaconofethicalleadershipandresilience, fosteringacultureofadaptabilityandlastingorganizationalimpact.
Sunday,7thJuly-09:00:(Innovation)-Theatre
Dr.CatherineShiffman(ShenandoahUniversity),Dr.VickySpencer (ShenandoahUniversity)
Leadersandeducatorsneedtheknowledge,skills,anddispositionstoworkinculturallydiverseinstitutionsand preparestudentsfortheglobalcontextinwhichtheseyoungpeoplewillonedayworkandlive.Professionalcapacitiesarefurtherstrengthenedwithexposuretonewideas,strategies,andpracticesfromeducatorsinother partsoftheworld.TheCollaborativeOnlineInternationalLearning(COIL)virtualexchangemodelcansupport thesepreparationprioritiesbyconnectinginternationalpeersusingarangeofcommunicationtechnologies.As alow-coststrategy,COILsoffertheaddedbenefitofexpandedaccesstointernationallearning.Despiterapidexpansioninhighereducation,COILsandothervirtualexchangemodelsforpostgraduatelearnersineducational leadershipandspecialeducationprogramsarerare.
COILssupportthelearningobjectivesofacourseand/orprogram,andtypicallyareintegratedintoanexisting course(e.g.,Rubin,2022).COILstendtofocusonintercultural,global,anddisciplinarythemes(e.g.,Helm& Guth,2022;StevensInitiative,2020).Facultyfromtwoormoreinternationalinstitutionspartnertodesignand implementtheCOIL.AtypicalCOILoccursoverseveralweeks.Thelearnersworkininternationalteamsona collaborativeproject.Learnersalsocompletereflectionsandassessments.
ThispresentationwillexplorethelearningpotentialofCOILsinpostgraduateleaderandeducatorpreparation, guidedbytwoquestions:
• Whatculturallyresponsive,global,anddisciplinarylearningoutcomescanbesupportedbyaCOILfor postgraduateprogramsthatprepareeducationleadersandeducatorsworkingwithspecialneedspopulations?
• WhatCOILcurricularandinstructionalcomponentscontributetolearningoutcomesfortheselearners?
TheauthorswillsituatethediscussioninthecontextofthebroadervirtualexchangeandCOILresearchliterature(e.g.,deWit,2016;Helm&Guth,2022).Thepresentationisinformedbytheoriesspecifictoculturally responsiveeducationandinterculturalcompetence(e.g.,Deardorff,2018;Khalifa,etal.,2016);globally-minded educationalleadershippreparation(e.g.,Easley&Tulowitki,2013);andcomparativeculturalcontextsofeducationalleadership(e.g.,Flessa,etal.,2021;Harris&Jones,2018).TheCommunityofInquiryframework (Garrison,2016)willguideanalysisofthewaysinwhichsocial,cognitive,andteachingdimensionsofaCOIL contributetolearningoutcomes.
Thispresentationwillalsodrawontheauthors’experiencedesigningandconductingCOILs,andleadingfaculty trainingataU.S.-baseduniversitybetween2021and2023.TheauthorshaveconductedCOILsforlearners enrolledinaneducationdoctorateineducationalleadershipprogramandamaster’sinappliedbehaviour analysisprograminpartnershipwithfacultyinAustralia,Bosnia&Herzegovina,Malaysia,andSaudiArabia. Theauthorswillidentifythemesfromtheirqualitativedataanalysisofcurricularandinstructionalmaterials, studentassignments,andotherartifactsproducedduringtheseCOILs.
COILisapromisingstrategyforengagingwithinternationalpeereducators,practicinginterculturalandculturallyresponsivecommunication,andexpandingaglobalmindset.Thisisalow-costapproachthatexpands accesstointernationallearning.Thepresentationwillcontributelessonslearnedandrecommendationsfor facultyandadministratorsconsideringCOILinpostgraduateleaderandeducatorpreparation.
Canvisualartworksinschoolenvironmentsinspire developmentofstudents’leadershippotential?Acasestudy ofasecondaryschoolinNigeria
Sunday,7thJuly-09:20:(Innovation)-Theatre
Dr.RaymondTangonyire,SJ (InstituteforEducationalPlanningandAdministration,UniversityofCapeCoast)Effectiveleadershippracticeisimportantincreatingajust,peacefulandsustainablyprosperousworldwhere opportunitiesformutualgrowthofeveryonearemaximised.Contemporaryscholarsineducationalleadershipspaceshavearguedthatdevelopingleader-fullschoolcommunitiesiscrucialforbuildingajustand peacefulworld.Inthesecommunities,leadershippracticecreatesopportunitiesforeveryone,includinglearners/studentsandteacherstodeveloptheircapacitiesandparticipateinleadership.Thismeansthatwhileeducationalleadership,managementandadministrationshouldaimtodevelopeveryone,itshouldbemoreintentionalaboutfosteringleadershipskillsoflearners.Whilescholarshaveresearchedstudentvoiceasaconduit todevelopingtheirleadershipcapacities,thereappearstobeadearthofresearchthatfocusesonartworks andleadershipdevelopmentofstudents.InAfrica,inparticular,thedevelopmentofstudents’leadershippotentialisoftenlefttochance.DrawingonHowardGardner’smultipleintelligencetheory,thisinterpretivist exploratorycasestudysoughttoexplorehowstudents’engagementwithartworksinschoolenvironmentscan contributetofosteringtheirleadershippotential.ThestudyfocusedonasecondaryschoolinNigeriathathas beenintentionalaboutdevelopingstudentleadershipcapacitiesthroughtheincorporationofartworksinits environment.
Twenty-one(21)purposefullysampledmultiplestakeholdersparticipatedintheresearch.Dataweregathered throughsemi-structuredinterviews,focusgroupdiscussionsandobservations,andanalysedinductivelyand deductively.Thestudyrevealedthattheaesthetic,ethicalandspiritualfacetsofartworkscanhelpenergyladenyounglearnerstoslowdown,feelbeauty,imagine,reflect,thinkhigherandbecreative.Byengaging withartworksthroughthechallengingprocessofeithercreatingorinterpretingthem,studentscanbuildtheir spiritualities,identitiesandleadershipqualitiessuchaspatience,resilience,empathyandcommunication.Similarly,becauseartworkshavethecapacitytoappealtolearners’senses–seeing,hearing,feeling,andtouching, theycaninspirethemtodeveloptheirmultipleintelligences,includingkinaesthetic,interpersonalandintrapersonalintelligences.Thisimpliesthatartappreciationcanmotivatelearnerstodevelopcapacitiesforservant, emotional,ethicalandaesthetic/ecologicalleadership.Dataidentifyingtheactualprocessesunderlyinghow creating,interpretatingandincorporatingartworksfosterhumanleadershipcapacitiescanbeofgreatbenefit toBELMAS2024participants.Withattendeescomingfromprofessionally,geographicallyandexperientially variedbackgrounds,seekingideasonwho/whateducationalleadershipisfor,thisstudymayoffersomehelpfulideasforpractice.Forexample,thefindingsabovecanstimulateabeneficiallycriticalprofessionaldialogue amongparticipantsontherelationshipbetweenartworksandleadershipdevelopment.Thestudy’sfocusonart appreciationandleadershipdevelopmentcanalsoengenderresearchersattendingtheconferencetoconduct furtherandlarge-scaleresearchonsomeofthefindingstobenefitabroaderaudienceofBELMAS.
Keywords:Leadership,leadershipdevelopment,identity,spirituality,artworkincorporation,schoolenvironment,Nigeria
Sunday,7thJuly-09:40:(Innovation)-Theatre
Mrs.ClaireHamilton (TheuniversityofGlasgow)
Rationale
TherecentmovetoincorporatetheUnitedNationsConventionoftheRightsoftheChildintoScotsLawmeans thatfulfillingchildren’srights,andthereforeembeddingtheminScotland’sEducationsystem,isatoppriority.Despiteapositiveeducationpolicycontextandawealthofresearchhighlightingthepositiveoutcomesfor learners,therecontinuestobechallengesfulfillingthesepolicyintentionsinpractice.Thisreviewofcontemporary,empiricalevidencesynthesisesexistingliteratureinthefieldofpupilleadershipinordertoprovidenew insight,rootedinclassroompractice.ItalsoexamineshowcurriculumDramacanequipyoungpeoplewiththe skillsandabilitiestoleadeffectively.Thepaperconcludeswithaframeworkwhichaimstosupportdiscussions aroundplanning,implementationandevaluationofpupilleadershippracticeatdepartmentallevel,developing aparticipatoryethosfromtheinsideout.
Aims
Thispaperaimsto:
• Identifytheprinciplesunderpinningeffectivepupilleadershipinschools.
• Criticallyexaminethecontextualfactorswhichsupportandundermineitssuccess.
• Identifyhoweducationalleaderscansupportandenablepupilstoleadeffectively.
• InvestigatetheextenttowhichtheDramacurriculumcanequipyoungpeoplewiththeknowledgeand skillsrequiredtoleadeffectively.
Thissystematicreviewofliteratureisbasedontheanalysisof24publishedjournalsrelatingtopupilleadership from2011–2022.Thispapertakestheformofqualitativeresearchsynthesis,arigorousapproachincludingfour keyelements;astepbystepmethodology,pre-establishedreviewprotocol,qualityassurancechecklistandreportingguidelines.ThedatafromthestudieswassynthesisedusingReflexiveThematicAnalysis.Thisinvolved, familiarisationwiththedata,generatingcodes,constructingthemes,revisinganddefiningandreportingthe analysis.Thisproducedacoherentandcompellinginterpretationofthedataandinsightfulanalysisleadingto evidence-basedrecommendationsforpractice.
Thispaperconcludesthatpupilleadershipcontinuestobeinfluencedbypoliciesandstructuresdeterminedby adultbeliefs.Issuesofperformativitycontinuetoimpactthetimeaffordedtopupilleadership,withteachers andleadersprioritisingtheattainmentagenda.Pupilleadershipismosteffectivewhensituatedinaschool culturewhichvaluesitscontributionstoschoolimprovement,relationships,curriculumreformandlearning climate.Whenunderpinnedbytransformativeleadership,pupilsandteachersbelievetheycanworktogether tomakepositivechangeswithintheirschoolandfeelempoweredtodoso.Factorswhichenhanceitssuccess include;awhole-schoolcoordinatedapproach,stafftrainingandopportunitiestoengageinauthenticintergenerationalcollaboration.Tobeinclusive,pupilleadershipmustbeexperiencedthroughpedagogicalapproaches intheclassroomsuchas;cooperativegroupwork,criticalenquiryandmodellingdemocraticprocesses.The
collaborativenatureofDramaisthemostemancipatoryaspectwhichpromotesapedagogyofparticipation. Providingopportunitiesforpupilstodevelopconfidence,empathyandleadershipskillsinalowriskenvironmentpreparesthemformoreformalshareddecision-makingoutwiththeclassroomandbeyondschool.This paperhighlightstheimportanceoftheprominenceofDramainthecurriculumifwearetofulfiltheaspirations oftheUNCRC.
ComparingMATfounderCEOstoentrepreneurialnon-profit founders–whatcanwelearnabouttheimplicationsandrisks associatedwithexecutivefoundersuccession?
Sunday,7thJuly-10:00:(Innovation)-Theatre
Ms.EleanorBernardes (UniversityofNottingham)
Overthelasttwodecades,MATshaveformedinamyriadofways,throughdifferentwavesoftheAcademies Programme,andunderpinnedbydifferingideologicalassumptions.Thishascreatedarangeoffundamentally differentorganisations,ledandmanagedindifferentways,andshapedanddrivenbythevisionandvalues ofdifferentindividuals,inmanycasestheMATfoundingCEOs.Thissignificantroleisnewforthesectorand hasemergedorganicallyandunplanned.Whilstitisalsomoreregulatednowthanitwastenyearsago,MAT foundersthemselveshaveplayedasignificantpartinthe‘professionalization’oftherole,includingshaping theresponsibilitiesandexpectationsassociatedwithit.Usingalensofneo-institutionalism,MATFounderscan thereforebeseentofunctioninwaysakinto‘institutionalentrepreneurs’,leveragingtheirassetstotransform oldinstitutionsandcreatenewones.
SituatedintheLeadershipDevelopmentstrand,thispaperwillexploreissuesrelatedtoExecutiveFounderSuccessioninMultiAcademyTrusts(MATs),basedonanongoingPhDstudy.Leadershipsuccessionineducational leadershiptodatehasgenerallyfocussedonthesuccessionofschool-basedleaders,suchasHeadteachers.In contrast,thispaperwillexploretowhatextentMultiAcademyTrustFoundingCEOscanbecomparedtothe entrepreneurial foundersofcharitiesandnon-profits,andwhatcanthereforebelearnedfromothersectors abouttheinherentchallengesofexecutivefoundersuccession.
Thispaperwilldrawontheexistingliteraturesonthetopicofnon-profitfoundersuccession,alongsidenew interviewandsurveydatatakenfromthewiderMATCEOstudy.Thedatahasbeencollectedusingamixedmethodsresearchdesignandcomprisesofsemi-structuredsectorinformantinterviews(withbothpolicymakersandMATFounders),anationalonlinequestionnaire,andinterviewsthatformpartoflongertermcase studiesoffoundersuccessioneventsinMATs.
Theliteraturesuggeststhatsomeofthegreatestchallengesrelatingtoexecutivefoundersuccessionarisefrom thewayinwhichthefoundersofnon-profitsandcharitiesmayseetheirenterprisesasa‘prolongationoftheir ownpersonalityandvalues’.Thiscreatesparticularobstaclesforanorganisationasitmovesfromnascent tomatureorganisationalstructuresandoperatingproceduresandseekstoreplacesitsfounderwithanew CEO.Keythemesthatemergefromtheexistingliteratureexplorethedecisionsthatneedtobetakenasorganisationsapproachfoundersuccessionevents,forexample:thebenefitofinternalvsexternalcandidates;the organisationalappetiteforcontinuityvschange;andthecommondesireforafoundertoremaininvolvedin theorganisationatboardlevel.ThispaperwillcomparetheseissuestoMATFounderCEOswiththeaimof understandingtheextenttowhichcurrentresearchcanbeappliedtotheMATsector,andwhatcanbelearned abouttheinherentrisksofexecutivefoundersuccession.
Sunday,7thJuly-09:00:(Cameronia)-Theatre
Prof.MargeryMcMahon (UniversityofGlasgowSchoolofEducation),Dr.ClaireWoods (UlsterUniversity), Prof.MartinHagan (StMary’sUniversityCollege,Belfast)
TheprofessionalqualificationforheadshipinNorthernIreland(PQHNI)wasfirstintroducedin1999andhas undergoneseveralreviewsandredesignsince.Whilecontinuingtobeseenasahigh-statuscredential,there areseveralchallengesassociatedwithprincipalpreparationintheuniquecontextofNorthernIreland,which thispaperexplores.ThepapertracesthehistoryofprincipalpreparationsincethefoundingoftheNorthern Irelandstatein1921,throughtothepresentday,wherethesuspensionofthedevolvedgovernmentmeans thatpolicyandfinancialdecisionsaremadebycivilservantsandnotelectedrepresentatives.Consequently, themajorstrategyfordevelopingandbuildingleadershipcapacityineducation, LearningLeaders, launchedin 2016,hasnotbeenprogressedinthewayenvisaged.Againstthisbackgroundthepaperexamineshowaspiring principalsandheadshippreparationprovidershaverespondedtothistoensureapipelineoffutureschool leaders.Thisoccursinacontextwhichremainsdeeplycontestedandconflicted,andthepaperconcludesby offeringacomparativeanalysisofheadshippreparationprogrammesfromaglobalperspectivewhichmay pointtowardsafuturemodelfornewprincipalsinNorthernIreland.
Sunday,7thJuly-09:20:(Cameronia)-Theatre
Dr.MarielaRodriguez (UniversityofTexasatSanAntonio)
TheacademicsocializationofstudentswhoareworkingtowardearningaPh.D.canbecomplexgiventheoften exclusionarypracticeswithinacademia.Asupportivementoringrelationshipplaysakeyroleinsupporting students’experiences(ContrerasAguirre&Romero,2023).Strategiestomaintainopenlinesofcommunication andsocializationopportunitiesthathavebeenhelpfultostudentretentionwillbeshared.Participantswillgain examplesofeffectivecommunicationstrategieswithinamentoringrelationship.Inthissession,examplesof creatingsupportivementoringrelationshipsinacademicspaceswillbediscussed.ThevalueofPh.D.student socializationcanprovidea“senseofbelongingness”(López,CortésMaravilla,&Mercado-Lopez,2020).Forit isthroughsocializingdoctoralstudentsintotherequirementsofacademiathatincluderesearchpublication, teaching,andservicewillhelptoincreasethepotentialforthesegraduatestoenteratenure-trackpositionat auniversitywithaclearerunderstandingoftherequirements.Theaspectsofsocializationincludepurposefuleffortsbyfacultyadvisorsandmentorstoinvolvedoctoralstudentsinopportunitiestobuildtheirskill-set (Johnson,Ward,&Gardner,2017).Theseincludeco-authoringjournalarticlesandco-teachingcourses.In theseways,studentsbecomeco-constructorsoftheirowngrowthanddevelopmentwiththeguidanceofthe mentors.Possibleoutcomesofsessionparticipationincludethepossibilityofexpandingmentoringandsocializationpracticesatparticipants’owninstitutions.
Sunday,7thJuly-09:40:(Cameronia)-Theatre
Dr.SusanneSahlin (NorwegianUniversityofScienceandTechnology(NTNU)),Dr.BerniMoreno (TheUniversityofMelbourne)
In2011,TheAustralianInstituteofTeachersandSchoolLeadership(AITSL)establishedasetofstandardsto guidethepreparationanddevelopmentofprincipalsinformedbythreeleadershiprequirements:visionand values,knowledgeandcomprehension,andpersonalqualitiesandsocialandcommunicationskills.Despite theexistenceofanationalframework,approachestoleadershippreparationintheStateofVictoriacontinue tobedescribedas adhocandoftendisconnected,giventheabsenceofanycompulsoryprincipalpreparation program.Asaresult,thepreparationofearly-careerprincipalsisverymuchlefttoeachindividualthrough anumberofopportunities,suchasmiddleleadershiproles,coachingandmentoring,anduniversitycourses, amongstothers.Whilstmanyoftheaforementionedopportunitieswouldappeartobeadequate,littleisstill knownaboutearly-careerprincipals’perceptionsandevaluationoftheseopportunitiesinpreparingthemfor theprincipalrole.
InSweden,theprincipaltraininghasbeenaneducationinconstantchange,buttherehasbeensystematic trainingofschoolleaderssincethemid-1970sandtodaythetrainingofprincipalsisinstitutionalizedinSweden. TheNationalPrincipalTrainingProgram(NPTP)iscurrentlyhostedbysevenuniversitiesattherequestofthe SwedishNationalEducationAgencyandisbasedonanagreednationaltargetdocumentthatcoordinatestheir expectations.Itisofferedforthefirsttimewhentheparticipanthascommencedaprincipalposition.Some appointedprincipalshavegonethroughvoluntaryrecruitmenttrainingorpre-servicepreparationprogramsas teachers,andsomehaveexperienceasteacherleaders,deputyprincipals,orsubstituteprincipals.Incontrast, othershadnoleadershiptrainingorexperiencebeforetheirparticipationinthemandatorynationalprincipal program.Thenationalprogramisa3-yearmandatoryin-serviceprogramandconsistsofthreecourses.
Throughacomparativeanalysis,thepurposeofthisstudywastounderstandhowtwoverydifferentleadershippreparationpathwaysequippedearly-careerprincipalswiththenecessaryskillsandknowledgeasthey tookontheirfirstprincipalship,throughtheeyesoftheleadersthemselves.Thisstudysoughttoanswer(1) howearly-careerprincipalsperceivethequalityoftheirleadershippreparationandwhatithasmeantonce intheprincipalroleand(2)whatdifferencesandsimilaritiesexistbetweenearly-careerprincipals’perceptionsoftheirleadershippreparationinAustraliaandSweden,andhowwecanunderstanditfromaleadership developmentperspective.
Preliminaryfindingsconfirmthatinbothcontexts,principalsvaluedexposuretomentoringopportunitiesand buildingtheirprincipalliteracyinareas,suchasschoollaws,jurisdictionsandschoolimprovementinitiatives. Similartensionswerealsoperceivedandrevolvedaroundthecomplexitiesofengaginginleadershippreparationwhilemanagingafull-timejob,limitedexposureto‘real’problem-solvingandawillingnesstodevelop expertiseinpeoplemanagement.Thisstudyhasimplicationsforthepreparation,developmentandretentionof futureschoolleadersregardlessofthepathwaytakentoreachtheprincipalship.Inaddition,thisstudyaddsto theknowledgebaseonglobalperspectivesonleadershippreparation,withparticularinsightintohowcurrent pathwaysareperceivedbythosewhoundertakethem.
Sunday,7thJuly-11:00:(Auditorium)-PosterPresentation
Ms.YuZan (UniversityofSaskatchewan),Prof.PaulNewton (UniversityofSaskatchewan)
Thedepartmentheadplaysapivotalroleinleadingteachingandlearningactivitiesinuniversities,whichhas beencorrelatedwithstudentsuccess,satisfaction,retention,andgraduationrates.Thechallengingnatureof thedepartmenthead’srole,asnotedbyCreatonandHeard-Laureote(2021),isreflectedinjobpostingsthat requirethecapacitytointegratestrategicleadershipintotheimprovementofteachingandlearning.Buller (2012)arguedthatthedepartmentheadisprobablyviewedas“themostimportant,leastappreciated,and toughestadministrativepositioninhighereducation”(p.3).Existingleadershipresearchhaslargelyfocusedon departmentheads’managerial,administrative,andpoliticalduties(Munna,2021),butlittleattentionhasbeen paidtotheprocessesofhowtheyfulfilltheirrolesaslearningleaders.Hence,thisstudyaimstoinvestigate themultifacetedrolesofdepartmentheadsinleadingforlearningataCanadianresearch-intensiveuniversity. Additionally,departmentleadershipforaddressingequity,diversity,andinclusion(EDI)inuniversityteaching andlearninghasbeenemphasizedintheexistingliterature.Accordingtothe2019UniversitiesCanadareport, whileonly23%ofCanadianuniversitieshaveanactionplanspecificallytargetingEDIissuesinteachingand learning,theroleofdepartmentheadsinintegratingEDIintouniversityteachingandlearningisrecognizedin theplan,includingcurricularrevisionandEDItrainingforinstructorsandgraduatesupervisors(Universities Canada,2019).
Thestudyseekstoanswerthreeresearchquestions:(1)Howdodepartmentheadssupporttheteachingpracticesoffacultymembersandmentornewfaculty?(2)Whataredepartmentheads’experiencesincurriculum andprogramdevelopment?(3)Howdodepartmentheadsmobilizeleadershiptoensureteachingandlearning thatreflectstheprinciplesofEDI?
Thestudywasconductedusingasynthesisofinstructionalleadership,leadershipforlearning,andmiddleleadershipliterature.Weconceptualizedepartmentheads’leadershipforlearningascomprisedofthefollowing: 1)establishinggoalsandpriorities;2)ensuringEDIinteachingandlearning;3)developingfacultyteaching excellence;4)curriculumleadership;5)monitoringteachingandlearning;and6)communityengagement.
Thedatafromthisqualitativestudywascollectedthroughdocumentanalysisandsemi-structuredinterviews withtendepartmentheadsandanalyzedthroughthematicanalysisusingthesoftwareNVivo.Initialfindings indicatethatdepartmentheadshavefacedstresses,tensions,andalackofpreparationinfosteringaconducive learningclimate.Someofthestrategiesdepartmentheadsemploytoleadlearningimprovementareacademic governance,qualityassuranceofteachingandcurriculum,facultyperformanceevaluation,academicdispute resolution,anti-racismandanti-oppressionadvocacy,andlearningcommunitybuilding.
Throughanexploratorycasestudy,thisresearchempiricallyvalidatesthekeyroleofuniversitydepartment headsindrivingpedagogicalinnovationandfacilitatinghigh-qualitylearningexperiencesandcallsforpostsecondarypolicymakerstosupporttheprofessionaldevelopmentofdepartmentheadsaslearningleaders.Insightfromthisstudyenrichesthediscourseonthewaysinwhichmiddleleadershipcanbeleveragedtoimprove educationaloutcomesandaddressextantachievementgapsamongdiversepost-secondarystudentpopulations (e.g.,FirstNations,UrbanIndigenous,andNewcomers).
Sunday,7thJuly-11:05:(Auditorium)-PosterPresentation
Ms.YuZan (UniversityofSaskatchewan)Thepurposeofthisstudyistoexploretherolesofuniversitydepartmentheadsinleadingteachingandlearningfortheiracademicunits.Asystematicscopingreviewofpeer-reviewedarticlesinthelasttwodecades wasperformedinlinewithArkseyandO’Malley’sguidelines,informedbythePreferredReportingItemsfor SystematicReviewsandMeta-Analyses(PRISMA)2020statement.ThereviewfollowedArkseyandO’Malley’s five-stagemethodologicalframework:(1)identifyingtheresearchquestionandpurpose,(2)identifyingrelevantpublishedstudies,(3)selectingstudiesthatmeettheinclusioncriteria,(4)chartingthedata,and(5)categorizing,synthesizing,andreportingtheresults.UsingdatabasesEric,ProQuest,andScopustocapturestudies fromeducationalleadership,educationpolicyandmanagement,andhighereducationscholarlyjournals,atotalof7052articleswereidentifiedand23studieswereselectedforinclusioninthescopingreview.Collected datawereanalyzedthroughinductivecontentanalysis,identifyingemergingpatterns,categories,andthemes. Theresultsofthereviewillustratethattheliteraturepertainingtodepartmentheadleadershipoflearningand teachingwasparticularlylimitedfrom2004to2018,whereastherewasasignificantriseintherecentfiveyears (n=13,56.5%).Theincludedarticleswerewrittenby52authorsfromeightcountriesinAsia,NorthAmerica, Africa,andOceaniaandtheUnitedStateswith14studiesisthemostproductivecountry(60.9%).AqualitativecasestudyproducedbyFrankenetal.andasystematicreviewarticlewrittenbyMaddockwerepublished withinthesamejournal-JournalofHigherEducationPolicyandManagement(JHEPM).Analysisrevealedthat thelackofresourcesandrecognitionfordepartmentheadshindertheirabilitytocontributetoteachingand learningactivities.Specifically,lesspreparationandfewmiddleleadershipprofessionaltrainingopportunities fordepartmentheadsleadthemtobeoverwhelmedwiththeacademicaffairsofthedepartment,college,and university.Insightfromthisreviewandcomprehensionoftheroleofuniversitydepartmentheadsinleading learningimprovementdemonstratedthenecessityofinstitutionalsupportfortheprofessionalgrowthofdepartmentheads.Thearticleendsbyofferingrecommendationsforfurtherresearchandpolicyimplicationsfor highereducation.
Howcandatatriangulationsupportthedevelopmentofa flexiblemodelofpracticetoreduceemployeeturnoverand enhanceretention?Anexplorationoftheperceptionsof leaders,earlyyearseducators,andpolicyactorsinEngland.
Sunday,7thJuly-11:10:(Auditorium)-PosterPresentation
Ms.CristinaMotoca (UniversityofRoehampton)Thedoctoralthesisaimstousethreepotentialsourcestodevelopaflexiblemodelofpracticeforleadersin earlyyearssettingstoaddressturnoverandretentionand,inthisway,tocontributetothecreationofnew knowledgeinthefield.Therefore,usingthreepotentialdatasources,suchasleaders,earlyyearseducators andpolicyactors,datatriangulationwillbethekeytooltoassessthealignmentsordivergences(orabitof both)thatmayariseinthedatasets.Therefore,thedatawillbecollectedfromthreesetsofindividualsemistructuredinterviews.Theresearcherwillusereflexivethematicanalysistoanalysethedata.Thisapproachis themostappropriatetoanswertheproposedresearchquestionssinceitalignswiththeinterpretivistparadigm underpinningsandtheadoptedinterviewmethod.Intherealmofqualitativeresearch,astrongrelationship existsbetweentheresearcher’sgoalsandthetheoreticalframeworktheyemploy(Mohajan,2018).Therefore, organisationaltheory,organisationalculture,andleadershiptheorywillbethetheoreticalframeworkused.
RQ1:Whatstrategiesdoleadersemploywhenfacingemployeeretentionissues,andwhatareearlyyearseducators’viewsonthesestrategies?
RQ2:Howdoleadersinthesectorenvisagepolicyactorsaschangeagentstoaddressemployeeturnoverand retentioneffectively?
RQ3:Howmightthedevisedflexiblemodelofpracticefromstrategiessupportleadersinovercomingissues relatedtoemployeeturnover?
RQ4:Whatadvantagesandlimitationscouldarisefromadoptingthisflexiblemodelofpracticetoreduceemployeeturnover?
Previousstudieshavedemonstratedthatthequalityofearlyyearssettingsandtheoutcomesforyoungchildrenmaybeadverselyaffectedbyemployeeturnoverandlowretentionwhenviewedfromanorganisational standpoint(CottleandAlexander,2012;Simon,OwenandHollingworth,2016).Childrenattendingearlyyears settingsneedconsistentaccesstothesameearlyyearseducators,acrucialelementforestablishingstrongrelationshipsandattachments(Cassidy etal.,2005).Likewise,Phillips,AustinandWhitebook(2016)maintainthat higherearlyyearseducatorturnoverratesarelinkedtopoorerqualityteacher-childrelationships.Hence,an unstableearlyyearsworkforcemaysignificantlyimpactchildren’semotionalsecurity(Sturgeon,2019).Even moreso,childrenfromdisadvantagedbackgroundsmaybegreatlyaffectedbythisastheymostlyliveindysfunctionalfamilies,sotheiremotionalstabilitymayalreadybecompromised(Reidt-ParkerandChainski,2015). WhatisknownaboutemployeeturnoverandretentionwithintheEnglishcontextislargelybasedonseveralcommissionedlarge-scalesurveyreportsbyorganisationssuchastheNationalDayNurseriesAssociation (NDNA),EarlyYearsAllianceandSocialMobilityCommission.Thepredominantrelianceonnarrativesderived fromlarger-scalestudysurveyreportsconductedbymembersoftheseorganisationsimpliesthattheprevailing understandingofthesectoronemployeeturnoverandretentionpertainsinEnglandfromlarge-scalestudysurveyreports.Yet,newempiricalresearchfocusedontheseissuescouldcomplementthelarge-scalestudysurvey reportspublishedtodatebybringingtolightthevoicesofthoseworkingwithinthesectorwhocontinuously facetheseproblemsandconstraints.
Sunday,7thJuly-11:15:(Auditorium)-PosterPresentation
Dr.NiallMackinnon (AvernishProspect)Followinganationalconversationin2002areviewandproposalsreport‘ACurriculumforExcellence’setan altereddirectionforScottishschooleducation.Itwasconceptuallyandstructurallyinnovative,envisaging radicalreform,whilstemphasizingconsiderableexistingstrengthswithinthenationaleducationsystemtobe drawnon.
Itscentralgoalwastofoster‘FourCapacities’ofchildren’spotentialas‘SuccessfulLearners,ResponsibleCitizens,EffectiveContributors,ConfidentIndividuals’alongwithpersonaldescriptiveattributesandcapabilities. Sevenprinciplesofcurriculumdesignweresetouttoachievethesewithlayeredconceptualandoperational components.Adevelopmentalprocess‘BuildingtheCurriculum’offivethemesoverfiveyearswasframedby reflectivequestions.Schoolsandcouncilsweretoownthedetailedconstructionprocess,mouldingittotheir individualcircumstancesandneeds.
Ourschoolcommunitywascloselyinvolvedinthesenationalprocesses.Thelocalauthoritywassupportive withstructuredprocessesofdevelopmentplanningandspecialinitiatives.Thenationalcurriculumagencyofferedguidance,grantsandpublicationsoflocaldevelopmentinitiatives.Thecurriculumframework‘building’ processwastobeformativeandcollaborativewithinandbetweenalllevelsofthesystem.Inundertakingthis approachinPlocktonweworkedcollaborativelywithpartnerbodies,nationalagencies,businesses,community bodies,thirdsectororganizations,softwarecompaniesandotherschools,nearandfar.
ForSahlberg(2011,2015),‘NiallMacKinnon,whoteachesatPlocktonPrimarySchool,makesacompellingappealfor“locallyownedquestionsandpurposesinrealizingpracticewithinthebroadernationalpolicyand practiceframeworks(MacKinnon,2011,p.98)”tocircumventtheGlobalEducationalReformMovementor GERM.
We‘built’thecurriculumframeworkinaccordancewiththereviewprinciplesreinterpretingcurriculumas aframeworknotasdeliveryorperformance.Theposterhereisformedsolelyofpupils’learning,socialand collaborativedevelopmentandknowledgebuilding.ItprovidesapromptforrealignmentofScottishschooleducationtotheoriginal2004reviewintentviaScardamalia’s(2002)KnowledgeBuildingPrinciples,theFreedom toLearnManifesto(2016)andformativeimperativeto‘studythework’,‘getknowledge’and‘absorbvariety’in systemtermsasperTheVanguardMethod(Seddon2008,2014,2019;MacKinnon2020).
InMay2011aschoolpupilpresentedawebreport‘GrowingGreen’oftheschool’sactivitiesinhorticulture, relatedcollaborationviatheOracleThinkquestvirtualenvironmentandawebsitewhichateamofthreedevisedandmadeinschool.Theyownedthetaskaspurpose,methodandmeans.Adifferentmindsetrediscovers thechildrenandteachersastheyreallyare,intheirterms:“gettoknowthosepupils,andthosestaff,andyou willfindtheyhavegenuinelyexcelledthemselvesinwhattheyhaveachieved,overtime.”(‘Nigel’inBalland Olmedo2013:92)
Thismethodandethosprovidesapathwayawayfromthecentrist,top-down,performative,externallydriven predicamentcurrentlyparalyzingdevelopment,enhancementandadaptivechangeinScottishschooleducation.Wedemonstratedthatpublicknowledgecreatedbychildrencanprovideameanstoschoolsystemregenerationandnationaleducationreformbuiltfromthegroundup.Itshouldrecommence.
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Rainville,K. 112 Ramshaw,L. 148
Rayner,S. 153
Reilly,E. 23, 90
Reyes,P. 160
Richardson,J. 134
Richardson,K. 151
Robinson,K. 11
Rodriguez,M. 78, 130, 172
Rooney,A.(CentreforSchoolLeadershipIreland) 47
Rooney,A.(OideIreland) 18, 58
Rowe,P. 17
Sahlin,S. 173
Santos,J. 57
Sawalhi,R. 147
Schinella,S. 103
Scott,N. 132
Shah,S. 13, 21
Shanks,R.
Shiffman,C.