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This document is a compilation of academic articles and papers that cover topics such as economic inequality, diversity and inclusion in education, and the role of business schools in society. The articles offer a range of perspectives and research findings, making them useful resources for library patrons conducting research on these subjects. However, the document does not provide summaries of the individual articles. [Extracted from the article]

This article explores the importance of adopting a social-ecological approach to management learning and education (MLE) in response to the ecological crisis and climate emergency. It acknowledges the severe consequences of these crises and emphasizes the interconnectedness between the environment, society, and business. The article argues that while MLE has contributed to exacerbating these issues in the past, it also has the potential to address them. It calls for a transformation of MLE to prioritize the well-being of both humans and the environment, and suggests areas of inquiry to foster the development of a social-ecological approach. Additionally, the article highlights the need for management educators and business school leaders to take action and incorporate social-ecological approaches into their teaching and research. [Extracted from the article]

Purpose: Although physical education (PE) leadership programs are widespread, little research has examined the PE leaders' perceptions of these experiences. The purpose of this study was to assess student ratings of developmental experiences in a PE leadership program compared with ratings of the typical PE student experience. Method: A matched case-control study design was used to assess high school students' (n = 186) subscale scores on the Youth Experience Survey 2.0. Data were analyzed using matched-pairs t tests, and Cohen's d was used as a measure of effect size. Results: As hypothesized, PE leaders reported significantly higher levels of positive experiences and no significant differences on negative experiences. Discussion/Conclusions: Little is known about what happens in most PE leadership programs. Results presented here support claims that PE can support meaningful leadership development. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

Purpose: To investigate school principals' perceptions and applications of professional learning communities (PLCs) and how they interpret the roles of physical educators within these structures. Method: This study was conceptualized as an exploratory interview study. Eight elementary and two secondary school principals across four districts participated in semistructured interviews. Each principal had been trained and was currently utilizing the same PLC framework within their respective schools. Result: Data analysis revealed three overarching themes with supportive subthemes: (a) PLCs are Centered on and Structured for Student Learning, (b) The Roles of Physical Educators Differ in Perception and Function, and (c) Successful PLCs are Facilitated by Team Trust and Disrupted by Drift. Discussion: The findings carry implications for principals, physical educators, and physical education teacher education programs. Principals and physical educators have mutually reinforcing responsibilities in creating an equitable space for physical education in the school PLC community. [ABSTRACT FROM AUTHOR]

Lateral leaders influence, persuade, and elicit constructive contributions from others at all levels of an organization. In this article, the authors build off their 2021 Brick & Click Conference Proceedings article and weave in their own perspectives and experiences of lateral leadership in action through a discussion of (1) the importance and role of lateral leadership in today's organizations; (2) how using a strategic mindset can steer problem solving; (3) ways to identify, cultivate, and support lateral leaders; (4) strategies to build trust and empower others as a peer; and (5) techniques for working thoughtfully with teams as a lateral leader. [ABSTRACT FROM AUTHOR]

This study aimed to determine the ethical leadership of public school principals and its impact on teachers' performance, which served as the basis for a frame of structured ethical practices for a proposed training program during the school year 2025-2026. The perception of the principals themselves and teachers as regards the ethical leadership of public school principals. Regarding professionalism, the school administrator and teacher-respondents got a composite mean of 3.40, which was verbally interpreted as very satisfactory. Regarding behavior towards colleagues, the school administrator-respondents got a composite mean of 3.37, while the teacher-respondents got 3.45, both of which were verbally interpreted as very satisfactory. Regarding personality development, the school administrator-respondents got a composite mean of 3.49, while the teacher-respondents got 3.52, both were verbally interpreted as very satisfactory. Regarding Training, the school administrator-respondents got a composite mean of 3.45, while the teacher-respondents got 3.48, both verbally interpreted as Very Satisfactory. There is no significant difference between the perceptions of the two respondents on the ethical leadership of public school principals concerning the abovementioned aspects. The performance rating of the teachers during the school year 2023-2024 based on their IPCRF. Most respondents, 55.63%, rated the subject as "Outstanding" (4.1 - 5.0), indicating high satisfaction or performance excellence. Additionally, 44.38% of respondents rated the subject "Very Satisfactory" (3.1 - 4.0), further reinforcing positive sentiment. Importantly, no respondents rated the subject as "Satisfactory," "Unsatisfactory," or "Poor," suggesting a lack of dissatisfaction or critical feedback within the sample. There is no significant relationship between the ethical leadership of public school principals and the teachers' performance (IPCRF-based). [ABSTRACT FROM AUTHOR]

This study examines the relational dynamics of knowledge brokerage among educational leaders in implementing multi-tiered systems of support (MTSS) for mental health promotion in schools. Recognizing the critical link between student mental health and academic achievement, schools are increasingly expected to provide comprehensive mental health supports. Utilizing social network analysis (SNA), this research explores the information-seeking behaviors of educational leaders within a public school system in British Columbia, Canada. By mapping the relational connections among school and district leaders, the study identifies how these leaders, as knowledge brokers, navigate and influence educational policies and practices related to MTSS. The findings reveal latent interaction patterns that can either facilitate or impede the flow of essential information, highlighting potential areas for strategic intervention. The analysis demonstrates the importance of leadership in fostering collaboration and ensuring the effective integration of mental health initiatives into school communities. Additionally, the study underscores the complex interactions through which knowledge is exchanged and mobilized, emphasizing the need for systems to enhance relational ties and promote collaborative leadership. This research contributes to the scholarship and practice of educational leadership by advancing the understanding of how social networks and knowledge brokerage can support the successful implementation of MTSS. [ABSTRACT FROM AUTHOR]

The goal of the research was to ascertain how instructional leadership practices, school heads' administrative success, and faculty members' teaching efficacy are related. In order to investigate the administrative performance and instructional leadership methods of school heads as well as the teacher performance level, the study used a descriptivecorrelational research design and statistical techniques including mean, standard deviation, frequency count, and percentages. Spearman-Rank Order Correlation was used to ascertain the substantial relationship between school heads' administrative performance and teachers' teaching performance as well as between their instructional leadership techniques and teachers' teaching performance. The findings demonstrated that while teachers gave excellent education, school directors executed their administrative duties and instructional leadership methods to a "very high extent." Nonetheless, the efficacy of teachers' instruction is not greatly impacted by the administrative abilities or instructional leadership strategies of school heads. Hence, it was recommended that school heads should continue motivating teachers to sustain their exemplary teaching performance and continuously provide in-service training programs to intensify teaching proficiency. [ABSTRACT FROM AUTHOR]

The study sought to determine the influence of collaborative leadership practices of the school heads to teachers' teaching performance and pupils' academic achievements. Descriptive-correlational research method was utilized and the Statistical tools used in the study were mean, standard deviation, frequency count, and percentages to analyze the extent of the collaborative leadership practices in terms of shared school governance, collaborative decision-making, and stakeholders' participation; teachers' teaching performance; and pupils' academic achievement. Pearson-Product Moment Correlation was utilized to ascertain the significant relationship between the level of teachers' teaching performance and the extent of collaborative leadership of school heads and the significant relationship between teachers' teaching performance and pupils' academic achievement. Findings revealed that collaborative leadership in terms of shared school governance, collaborative decision-making, and stakeholders' participation were practiced to the "Very High Extent" while majority of the teachers that is 60% had a "Very Satisfactory" teaching performance and majority of the pupils that is 57% had a "Very Satisfactory" academic achievements. Subsequently, it was also found out in the Statistical Treatment of data that collaborative leadership of school heads in terms of shared school governance, collaborative decision-making, and stakeholders' participation were "Significantly Correlated" or had "Significant Relationship" to teachers' teaching performance while teachers' teaching performance had "Significant Correlation" to pupils' academic achievements. As a summary, it was recommended that school heads must continue to practice the collaborative leadership to stimulate teachers improve teachers' teaching effectiveness and pupils to develop their academic achievements. [ABSTRACT FROM AUTHOR]

Leadership in education needs to transcend, be responsive, and be adaptable to the boundaries of school leadership. Distributed leadership refers to various organizational stakeholders with a transformative framework and methodology. This paper proposed a decision-making methodology to evaluate distributed leadership in education based on multiple criteria and alternatives. The multi-criteria decision-making is used to deal with multiple criteria and alternatives. The Multi-Attributive Border Approximation Area Comparison (MABAC) approach ranks the alternatives. The neutrosophic set was used to deal with uncertainty and vague information in decision-making problems. This study used the neutrosophic HyperSoft Set. Neutrosophic HyperSoft Set is a new method for computational intelligence and decision-making to deal with vague information. This study used sixteen criteria and eight alternatives. The criteria weights show that Criterion Six has the highest weight, and Criterion Sixteen has the lowest. The results of the MABAC method show that alternative one is the best and alternative six is the worst. [ABSTRACT FROM AUTHOR]

This study aimed to determine the principals' leadership on technology integration and its effect on school performance, which served as the basis for training development program during the school year 2023-2024. The perception of the respondents on the leadership of school principals on technology integration. With respect to the Respondents' Perceptions on the Leadership of Principals on Technology Integration, the administrator-respondents obtained a grand weighted mean of 3.60, while the teacher-respondents obtained 3.50, which were both verbally interpreted as Strongly Agree. Significant difference between the perceptions of the two groups of respondents on the principals' leadership on technology integration. There is no significant difference between the perceptions of the two groups of respondents except for technological competence, innovativeness, and effect on teachers' performance. The performance ratings of the schools during the school year 2022-2023. The performance ratings of the schools during the school year 2022-2023 are 4.36, 4.48, 4.39, 4.42, and 4.39, respectively, and they were given an adjectival rating of Very Satisfactory. Significant correlation between the principals' leadership on technology integration and the school performance. There is a very low significant correlation between the principals' leadership on technology integration and school performance. [ABSTRACT FROM AUTHOR]

This study aimed to determine the school principals' leadership competence and transparent governance, which served as inputs for a proposed leadership training program during the school year 2024-2025. The assessment of the school principals and teachers regarding the leadership competence of the school principals. Regarding strategically leading, the school principal-respondents got a composite mean of 3.40, while the teacher-respondents got 3.39, both verbally interpreted as Strongly Agree. Regarding managing school operations and resources, the school principal respondents got a composite mean of 3.62, while the teacher respondents got 3.61, both of which were verbally interpreted as Strongly Agree. In terms of focusing on teaching and learning, the school principal respondents got a composite mean of 3.60, while the teacher respondents got 3.63, both of which were verbally interpreted as Strongly Agree. In terms of empowering self and others, the school principal-respondents got a composite mean of 3.68, while the teacherrespondents got 3.67, both of which were verbally interpreted as Strongly Agree. In terms of building connections, the school principal respondents got a composite mean of 3.52, while the teacher respondents got 3.46, both of which were verbally interpreted as Strongly Agree. The significant difference between the perceptions of the two groups of respondents as regards the leadership competence of the school principals with respect to the above-mentioned variables There is no significant difference between the perceptions of the two groups of respondents regarding the leadership competence of the school principals with respect to the above-mentioned variables, except for Empowering Self and Others. The assessment of the two groups of respondents regarding the transparent governance of the school principals. In terms of decision-making, the school principal respondents got a composite mean of 3.57, while the teacher respondents got 3.72, both of which were verbally interpreted as Strongly Agree. In terms of financial matters, the school principal respondents got a composite mean of 3.58, while the teacher respondents got 3.51, both of which were verbally interpreted as Strongly Agree. In terms of documentation of resources, the school principal respondents got a composite mean of 3.57, while the teacher respondents got 3.55, both of which were verbally interpreted as Strongly Agree. The significant difference between the perceptions of the two groups of respondents as regards the transparent governance of the school principals with respect to the above-cited variables. There is no significant difference between the perceptions of the two groups of respondents regarding the transparent governance of the school principals concerning the above-cited variables. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The current study seeks first to examine the prediction of school functioning in crises during the COVID-19 pandemic by school principals' self-efficacy; second, to explore the differences in all dimensions of self-efficacy and school functioning during crises in Arab and Jewish schools in Israel and third, to determine which of school principals' self-efficacy dimensions best predicted school functioning during the COVID-19 crisis. Design/methodology/approach: Data were aggregated at the school level for structural equation modeling (SEM) analysis using AMOS analysis of 103 middle schools across Israel, 53 from Jewish and 50 from Arab society. Participants included 103 school principals (who answered the school principals' self-efficacy questionnaire) and 1,031 teachers who answered the school functioning during crises questionnaire (477 Jewish teachers and 554 Arab teachers). Findings: The findings showed that the principals' self-efficacy positively predicted school functioning during the crisis. Among the five self-efficacy dimensions (general management efficacy, leadership efficacy, human relations efficacy, efficacy in managing external relations and pedagogical management efficacy), significant differences were found only in "external relations efficacy," which was higher for "Arab" school principals; the only dimension that predicted school functioning during crises in both societies was "human relations efficacy." Originality/value: The current results emphasize the importance of principals' self-efficacy in general and specifically caring leadership practices "human relations efficacy" in their relations with the school staff, the students and the parents for effective school coping and functioning during crises in two societies in Israel: Arab and Jewish. Further, no previous studies have explored this correlation. [ABSTRACT FROM AUTHOR]

Purpose: Competencies for leadership in higher education have begun to emerge in the literature. Yet to better equip future leaders in higher education, the use of a learning taxonomy may serve as a framework to understand necessary learning for leaders in higher education. The aim of this study is to explore the competencies of higher education leadership through Bloom's knowledge, skills and attitudes framework. Design/methodology/approach: An explanatory case study qualitative methodology was used to explore the experiences of senior leaders within a singular university to determine the necessary competencies of leadership in higher education. Purposive sampling was used to recruit participants who served in Dean-level or higher positions. Eligible participants participated in a semi-structured interview. Findings: Each of Bloom's domains had a variety of themes emerge: knowledge (2), skills (6) and attitude (2). Research limitations/implications: Sample size was limited by the availability of senior leaders and may not represent the experience of leaders at all institutions. Practical implications: Findings from this study may allow future researchers to investigate the outcomes of a combination of competencies. Findings from this study will hopefully be able to be extrapolated to better understand the learning required of those who aspire to be future leaders in similar university structures. Originality/value: Available studies fail to explore the process by which one learns the skills necessary to become a leader in higher education. To the best of the authors' knowledge, this is the first study to map higher education leadership competencies through a learning taxonomy. [ABSTRACT FROM AUTHOR]

This paper aims to identify the leadership practices adopted in a public school in Cantabria (Spain) organized as a community of practice. By means of an ethnographic methodology, we aim to explore and achieve an in-depth understanding of the leadership practices and conditions that have been established and their manifestations in the culture and organization of a school that have enabled this institution to make progress toward an educational model consistent with inclusion and social justice. The research strategies used were participant observation, focus groups, semi structured interviews and documentary analysis. Analysis of the content based on an inductive-deductive process has identified a number of leadership practices that facilitate the inclusive project: establishing a clearly defined direction for the school that focuses on improving learning for all students; school organization that involves shared responsibilities and organizational structures that allow dialogue; internal training to ensure that the school staff members align themselves with the school project; close collaboration between the school, the families, and also with the local community. In conclusion, this study, which is aligned with the “practice-based approach to leadership,” investigates how leadership manifests itself in the organizational and cultural dynamics of the school, while highlighting the importance of collective and intersubjective experience in the practice of leadership. [ABSTRACT FROM AUTHOR]

This study investigates the impact of shared leadership (SL) on the various dimensions of organizational commitment (OC) within Saudi higher education institutions (HEIs). Employing a descriptive cross-sectional survey design, data were collected from faculty members at a prominent Saudi university using structured questionnaires. The questionnaires included validated scales for SL, encompassing dimensions such as Development and Mentoring, Problem-Solving, Support and Consideration, and Planning and Organizing, as well as for OC, which measured affective, normative, and continuance commitment. Descriptive statistics, correlation, and regression analyses were used to assess the relationships between SL and OC components. The findings indicate that shared leadership is widely practiced, with Development and Mentoring emerging as the most prominent SL dimension. A significant positive relationship was identified between SL and all three OC components, with affective commitment demonstrating the strongest correlation. Additionally, SL was found to significantly predict overall OC, underscoring its role in enhancing faculty commitment. These results highlight the potential of adopting shared leadership practices in HEIs to strengthen faculty engagement and institutional performance. Future research should expand data collection across multiple institutions and examine the combined influence of SL and OC on the quality of education and institutional success. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Aims Methods Results Conclusions The field of pediatric anesthesiology faces an impending shortage of fellowship‐trained physicians. Despite this projection, fewer anesthesiology residents are opting to pursue a fellowship. To better understand the current perspective and motivation of trainees to pursue a career in pediatric anesthesiology, we surveyed anesthesiology residents across the United States.Our primary aims were to assess the understanding of the current workforce shortage as well as explore the impact of both exposure and characteristics of the anesthesia resident rotation on the decision to pursue pediatric anesthesiology fellowship.A 25‐question Qualtrics survey was distributed to members of the Pediatric Anesthesia Leadership Council and Education Committee within the Society for Pediatric Anesthesia and to anesthesiology residency program directors based in the United States.The survey received 201 responses. Of the respondents, 29% were in Clinical Anesthesia Year 3, 25% in Year 2, 19% in Year 1, and 10% in their intern year. The analysis revealed that self‐reported adequate exposure to high‐acuity cases and advanced procedures (arterial lines, central lines, and nerve blocks) significantly increased the likelihood of planning to pursue pediatric anesthesiology fellowship (adjusted Odd Ratio 8.47, 95% Confidence Interval, 1.65–43.4). Perceptions of faculty teaching, mentor availability, planned practice environment, and the presence of fellowship programs at the institution were not significantly associated with intentions to pursue pediatric anesthesiology fellowship.The journey toward specializing in pediatric anesthesiology is influenced by a complex interplay of factors. Among these, enhanced exposure to challenging cases and advanced procedures during the residency phase is emerging as a critical element. Such exposure not only equips residents with the necessary skills and confidence to handle complex pediatric anesthesia cases but also plays a pivotal role in attracting more trainees to this essential subspecialty. [ABSTRACT FROM AUTHOR]

Teacher retention has been a persistent challenge globally. School leadership plays a central role in retaining teachers. Drawing on a major review of 355 research outputs, this article develops and discusses an international empirical evidence base specifically on the potential effects and leadership practices of promoting teacher professional autonomy, development, and voice in relation to teacher retention. The evidence suggests that promotion of teacher autonomy, development and voice is likely to interactively enhance teacher well-being, commitment, and retention. It categorically highlights five domains of salient leadership practices to promote these teacher outcomes. The article discusses some gaps in the evidence base and proposes directions for future research to inform policy and practice on leadership for teacher retention. [ABSTRACT FROM AUTHOR]

Introduction: This comparative case study explores how educational leaders in three networked improvement communities (NICs) situated in the same school district use a continuous improvement (CI) approach, improvement science, to address equity-focused problems of practice. The district that is the focus of this study represents a critical case for understanding educational leaders' use of CI approaches as a lever for equity-focused school reform because the system and state in which it was situated had made ongoing investments in both advancing equity in schools and using various CI approaches. Methods: Data collection and analysis focused on interviews with four district leaders and eight school leaders, observations of ~24 h of NIC meetings and planning meetings, and document collection. I draw on sensemaking theory to understand the factors that supported and/or constrained educational leaders' use of CI to advance equity, including more dominant and transformative equity work. Results: All educational leaders in the study described and were observed attending to equity as they engaged in CI. The district's sustained investments in equity-focused reform, the use of Plan-Do-Study-Act (PDSA) cycles, data use, and NIC facilitation each acted as important factors that shaped this process. Discussion: Advancing equity is long term work that involves addressing deeply rooted beliefs, changing policies and practices, and redesigning systems. Study findings suggest that districts may be more successful in leveraging CI to advance equity when they combine this action-oriented approach with a sustained focus on disrupting oppressive mindsets, values, and beliefs that can hinder transformational change. [ABSTRACT FROM AUTHOR]

This study was about the leadership styles of school administrators in terms of transformational, transactional, and democratic styles. This study aimed to answer the relationship between the respondents' leadership style and demographic profile in terms of age, educational qualification, and length of service. It also answered which of the demographic profiles best predict their leadership style. The respondents of this study were the female Maranao elementary school heads in the Districts of Balo-i East and West, Matungao, Munai, Pantaoragat, Pantar, Poonapiagapo, and Tagoloan under Lanao del Norte Division. A descriptive-correlational method was used. This study employed adapted questionnaire and the statistical techniques were frequency, percentage, and weighted mean. Chi-square and Regression were also used. The findings of the study showed that forty (40) were in the age bracket of 41-50 years old. The majority of them had finished master's degree and in more than fifteen (15) years as School Head. It found out that there were fifty-eight (58) Transformational Leaders out of one hundred (100) respondents, thirty-nine (39) democratic leaders and three (3) for transactional leadership. Results showed that transformational leadership style correlated with the respondents' length of service. This study highlighted the prevalence of transformational leadership style among female Maranao school heads in Lanao del Norte Division. This study recommended that training programs should focus on enhancing leadership skills to school administrators to empower, inspire, and motivate their subordinates effectively. The action plan was made to support the school heads focusing on leadership style. [ABSTRACT FROM AUTHOR]

The aim of this study is to shed light on the reform work of school leaders in Norway and their collaboration with external supporting resources to realize curriculum intentions. A number of external actors are often involved in local school processes, from initiation of a reform to the realization of actual change, during which process there can be a range of power issues, challenges, and dilemmas. This qualitative case study with interviews with four school principals makes use of a micropolitical perspective, in which leadership can be exercised by actors other than formal leaders. The findings show that school leadership and partnerships in reform work occur in complex contexts with multiple degrees of involvement, and there is a need to identify and recognize the division of power and control and the room for maneuver that school leaders have. [ABSTRACT FROM AUTHOR]

Background: Health disparities lead to negative COVID-19 outcomes for Hispanic/Latino communities. Rapid antigen testing was an important mitigation tool for protecting schools and their communities as in-person learning resumed. Within the context of a 3-middle-school non-inferiority trial we assessed acceptability and appropriateness of at-home and school-based COVID-19 antigen testing and implementation barriers and facilitators to facilitate district-wide scale up. Methods: Guided by the Consolidated Framework for Implementation Research (CFIR) and acceptability and appropriateness implementation outcomes, we collected post-implementation qualitative (n = 30) and quantitative (n = 454) data in English and Spanish from trial participants, in-depth feedback sessions among program implementers (n = 19) and coded 137 project meeting minutes. Verbatim transcripts were thematically analyzed. We used multivariate linear models to evaluate program acceptability and appropriateness by COVID-19 testing modality and mixed qualitative and quantitative findings for interpretation. Results: Questionnaire respondents closely matched school demographics (> 80% Hispanic/Latino and 8% Filipino/Asian Pacific Islander). While both testing modalities were rated as highly acceptable and appropriate, at-home testing was consistently favorable. Qualitative findings provided actionable areas for at-home testing program refinement, guiding district-wide scale up including: maintaining a learning climate to accommodate modifications as guidelines changed, needs of the school community, and implementation challenges; ensuring an engaged school leadership and sufficient human resources; improving educational communication about COVID-19 and technology ease of use; and increased time for pre-implementation planning and engagement. Conclusions: Results underscore the value of the CFIR to inform program implementation, particularly programs to reduce disparities during a public health emergency. Results support optimal testing implementation strategies centering the needs and perspectives of Hispanic/Latinos. [ABSTRACT FROM AUTHOR]

School leaders today must possess a diverse skill set to effectively navigate and lead in the complex educational landscape. Their impact on the educational system is substantial, requiring strong communication abilities, decision-making skills, self-management, drive for progress, effective time management, and dedication. To provide effective leadership in such a diverse system, school leaders require impressive skills. This study delves into the key qualities and attributes of school heads to identify what makes an effective leader in education. A self-developed questionnaire on qualities and attributes was administered to the respondents, revealing that both administrators and teachers hold similar opinions about the qualities and attributes of successful school leadership. The findings also suggest that school heads and teacher-respondents attributes have high significant relationships to their qualities. Educators and school administrators concur on the qualities that define good school leadership, emphasizing the importance of excellent leadership attributes in school heads. Given the significant degree of expectations between teachers and school administrators indicates a shared vision for effective leadership within educational institutions. [ABSTRACT FROM AUTHOR]

Well‐designed study abroad experiences are beneficial for college students when paired with a leadership training curriculum. Therefore, integrating leadership learning frameworks with culturally competent models of leadership is essential to build global leadership laboratories where students can test their skills abroad. As such, this article offers strategies for planning and developing intentional college student leadership training in study‐abroad settings. [ABSTRACT FROM AUTHOR]

The article "Facilitating Leadership Development in Training Contexts" from New Directions for Student Leadership emphasizes the importance of effective leadership education through intentional training experiences. It provides insights on the theories, practices, and facilitation techniques necessary for leadership educators to create impactful learning environments. The document is structured into three sections, each focusing on foundational discussions, diverse training contexts, and practical strategies for enhancing leadership training experiences. The authors, Jonathan R. Kroll, Cameron C. Beatty, and Amber Manning‐Ouellette, offer valuable perspectives and resources for leadership educators seeking to improve their training practices. [Extracted from the article]

This study aimed to investigate the extent of implementing educational technology standards by public school leaders in Palestine. To achieve this objective, the descriptive analytical method was employed. A questionnaire was developed, comprising five standards and (56) indicators: Equality and Digital Citizenship Standard (7 indicators), Vision and Strategic Plans Standard (16 indicators), Creating a Technological Culture in the School Environment Standard (9 indicators), System and Resource Design Standard (12 indicators), Continuous Professional Learning Standard (12 indicators). The study population consisted of all teachers working in public schools in the northern governorates in Palestine for the academic year 2023/2024. A sample, consisting of (214) teachers, was selected through a convenient sampling method. The study revealed that the implementation of educational technology standards by school leaders was moderate both overall and for each individual standard. The results also showed no significant differences in the extent of implementation of educational technology standards by school leaders from the teachers' perspectives based on gender, experience, or academic qualification. [ABSTRACT FROM AUTHOR]

Given the high incidence of corporate scandals, we are faced with reconsidering management theory, principles and education. The purpose of this paper is threefold. First, we seek to show that it is necessary and possible to analyse current managerial and directive action in the light of Aristotle's ethical thought, specifically concerning phronesis (practical wisdom). The second aim is to highlight that the Platonic interpretation of phronesis as a matter of contemplative life contributes to an inadequate leadership style and ethical apathy. Furthermore, we claim that the Machiavellian interpretation of phronesis contributes to leadership based on manipulation and exclusion of morality in management. The third and final objective is to respond to these two interpretations by reviewing Aristotle's exceptional teachings on the relevance of phronesis as a special kind of wisdom in which good judgment, discernment and an adequate understanding of events for decision‐making converge. An essential claim of this paper is that Aristotle and his notion of phronesis, rather than Plato's or Machiavelli's, ought to inform contemporary debates in management scholarship and education. Aristotle's philosophical insights into practice, wisdom and more comprehensive ethics are highly relevant for public discourse in our contemporary societal context, especially for management education. Integrating phronesis into management and leadership education involves using case studies and experiential learning to teach practical wisdom and sound judgment. [ABSTRACT FROM AUTHOR]

Purpose: This mixed-methods study quantified and characterized incidents of microaggressions experienced by Asian American medical students. The authors report on their impact and suggest improvements to create a more equitable and supportive learning environment. Method: Quantitative and qualitative data were collected from 305 participants who self-identified as Asian American or Pacific Islander. An online, anonymous survey was sent to US medical students through the Asian Pacific American Medical Student Association (APAMSA). Questions explored incidence, characteristics of, and response to microaggressions. We conducted four focus groups to further characterize students' experiences. Data were organized and coded, and thematic analysis was used to identify core themes. Results: Racial microaggressions were prevalent among Asian American medical students. Nearly 70% (n = 213) of survey respondents reported experiencing at least one incident during their medical training to date. The most common perpetrators were patients (n = 151, 70.9%) and fellow medical students (n = 126, 59.2%), followed by professors (n = 90, 42.3%). The most prevalent themes included being perceived as a perpetual foreigner, the assumption of timidness, and ascription of the model minority myth. Students rarely reported the incident and usually did not respond immediately due to fear of retaliation, uncertainties about the experience or how to respond appropriately, and perception that they would bear the burden of advocacy alone. Experiences with microaggressions led to feelings of frustration and burnout and had a negative impact on mental health. Recommendations were made to improve the anonymous reporting systems in medical schools, and to increase diversity and inclusion in medical education and leadership. Conclusions: Asian American medical students face high exposure to racial microaggressions during their medical education that adversely impact their mental health. Changes are needed in medical training to create a more equitable and inclusive learning environment. [ABSTRACT FROM AUTHOR]

This article focuses on the schools' support service related to the Nordic ambition of inclusive education. This ambition entails a somewhat conflicted mandate, which both the schools and the support service find demanding to ensure in their collaboration. As a framework for discussing challenges and opportunities linked to a case study in Norway, the article also shows how this appears in Sweden and Denmark. The question is whether it is possible, through new forms of meetings, to develop an innovative collaboration on inclusive practice between the Norwegian Educational and Psychological Counselling Service and schools. The article builds on selected data from a larger project, using a cross-unit analysis to compare experiences from two different types of collaboration meetings in two different Norwegian municipalities. By this, we have searched for an understanding of the central prerequisites to succeed. The most significant finding is the importance of a leadership which is, under innovative conditions, capable of creating necessary psychological safety to develop the meetings towards real professional learning communities. Finally, the apparently persistent challenges of designing a suitable support service to realise inclusive education in the Nordic countries are discussed in light of a current Norwegian strategy called 'The Competence Boost for Special Education and Inclusive Practice'. [ABSTRACT FROM AUTHOR]

Early childhood education and care (ECEC) leaders are required to have training and experience, given the diversity of responsibilities they have to meet. This paper explores the participation of ECEC leaders in grassroot associations and teachers' unions. Following a qualitative methodology, semi-structured interviews were conducted with 11 ECEC leaders who participated in professional associations. Findings show that ECEC leaders think that participating in professional associations enhances their professionalism by bridging gaps in professional development between the public and private sectors, promoting solidarity among leaders, and mitigating feelings of isolation. Nonetheless, neoliberal values and governmentality shape their subjectification, leading ECEC leaders to internalize regulatory norms. This study highlights the importance of further research on how ECEC leaders navigate neoliberal policies and professional development in a changing institutional context. [ABSTRACT FROM AUTHOR]

This article describes the Future Creating Workshop (FCW) and explores how it can create learning forums for participatory leadership. We investigate how FCW can be an effective form of professional development for educational leaders and explore what leaders learn from implementing FCWs in their settings. The FCW, a three-phase participatory process, invites community members to identify a pressing problem, critique reality, dream about possible futures, and take steps toward realizing new futures. This research was a shared process between leaders and four participants at the Mandel Teacher Educator Institute, an intensive professional development program for pedagogical leaders. Using a participatory narrative inquiry methodology, the participants wrote detailed narratives about their implementations of FCW and subsequent reflections. Through thematic data analysis processes, we identified three thematic strands: 'changing my narrative' about self as leader, listening as leadership, and the complexity of participatory leadership. First, by describing ways that their leadership narratives change – from less confident to more, from resigned to more optimistic – they noticed shifts in their relationship to self. Second, by engaging in a process that required attuned listening to stakeholders, they described shifts in their relationship with people they lead. Third, by enacting a form of participatory leadership, they saw how the burden of action could be shared with stakeholders. By inviting collaboration, democratic exchange of ideas, negotiating disagreement, and shared dreams of a better future, the FCW models a form of participatory leadership that can strengthen the fabric of communities and relationships between communities and leaders. [ABSTRACT FROM AUTHOR]

Leadership from a distributed pedagogical perspective involves engaging multiple professionals in implementing shared responsibilities. In educational organizations, leadership responsibility structures have changed, with researchers advancing a more decentralized leadership system for sustainable pedagogical improvement. These global changes in education systems have informed the demand for sustainable quality teaching, the desire for 21st‐century learning skills, and rapid progress in education. As a result, traditional individual 'heroic leadership' is no longer tenable in any learning environment that intends to achieve quality pedagogical outcomes. Therefore, this narrative review paper aims to examine the essence of distributing pedagogical leadership responsibilities among multiple professionals to understand how the concept is perceived in diverse educational contexts and settings. This study reviewed relevant empirical research studies conducted to investigate the concept of distributed pedagogical leadership in Finland, Norway and Singapore. The findings revealed some gaps that informed our understanding of the concept and recommended further research studies. [ABSTRACT FROM AUTHOR]

This study aimed to test a multilevel moderated mediation model, where the association between distributed leadership (DL) and collective teacher innovativeness (CTI) was examined, with collectivism (COL) included as the moderator and supportive school culture (SSC) as a mediator. Using data from 829 teachers employed in 61 elementary and lower secondary schools in Turkey, we conducted multilevel structural equation modelling through Bayesian to estimate the structural links between our study variables. Our results showed significant indirect effects of DL on CTI via SSC. The findings also extend the literature by suggesting the significant moderator role of COL on the indirect link between DL and CTI via SSC. We discuss implications for policy and practice. [ABSTRACT FROM AUTHOR]

The need for quality teaching and improved student learning outcomes has been an area of interest in educational leadership studies in various contexts. The emergent distributed pedagogical leadership is based on a hybrid of distributed leadership and pedagogical leadership concepts. This study aimed to explore the participants' perceptions and understanding of the enactment of the concept, its influence on pedagogical improvement and its significance in the nurturing of stakeholders as teacher leaders. The study was conducted at a preservice public teacher training college in Kenya. It employed a mixed‐methods research approach with a convergent parallel design to collect, analyse and triangulate data from 294 participants consisting of a principal, teacher–trainers and teacher–trainees. Random purposive sampling was used in identifying the participants. The findings revealed that although the distribution of pedagogical leadership responsibilities was enacted among stakeholders, it was unevenly shared. Furthermore, understaffing, low teacher–trainee enrolment and teacher–trainer workload challenges inhibited effective implementation. The study recommended that further studies be conducted at multiple teacher–trainee institutions to confirm the findings. [ABSTRACT FROM AUTHOR]

Drawing on adult learning theory, this article proposes a coaching stance that is conducive to cultivating teacher agency and developing teacher effectiveness. As university-based teacher educators and literacy coaches in a large urban school district, the authors describe the evolution of three distinct coaching stances, based on a 3-year grant-funded school-based professional development effort. Using compelling vignettes and reflections from the field, the authors illustrate why the first two stances lack sustaining power; while the third one, that of a shoulder-to-shoulder stance, leads to productive coach/teacher collaboration and school-wide changes. Central to the effectiveness of this stance are 1), making student learning data accessible and meaningful to teachers; and 2), the positioning of the coach as a co-learner, thus turning the entire inquiry process as learning for everyone. This coaching stance is of value to teacher educators, coaches, designers of school leadership training programs – stakeholders who are interested in meeting the needs and demands of school-based professional learning communities. [ABSTRACT FROM AUTHOR]

In this article, I present the construct of scared leadership as a theoretical explanation for the gradual decrease in courageous behavior as educators move from the classroom to campus and district level leadership. Scared leadership is a construct that can be used in future work to better understand and articulate the relationship between fear and leadership.I examine various explanations in the existing literature for the prevalence and perpetuation of systematized fear and compliance. I then put forward my own theoretical construct of scared leadership to better understand and articulate the relationship between fear and leadership in public education. I examine how emotional data, specifically fear, influences behavior at a systems level, and how that influence impacts institutional cultures and organizational practices in education. I look at ways fear presents itself in educational leadership, and delve into various external factors that produce conditions of fear. I began this work in order to deepen my own understanding of the relationship between fear and leadership, in an effort to understand how and why we systematize fear in educational leadership. As I studied, I found that this relationship was underdeveloped and underrepresented in the existing literature, and so I present the construct of scared leadership to representing the specific phenomenon this paper sets out to propose and define. Key scared leadership, educational leadership, critical love, systems theory, critical theory. [ABSTRACT FROM AUTHOR]

Research has both established that developing teacher capacity is a key to educational reform and that leadership plays a significant role in promoting teacher learning. Yet, despite education reforms that focus on teachers and teacher development, Thailand has yet to strategically utilize school leaders as the bridge between its ambitious vision and school enactment. This study examined differences between effective and ineffective school leadership practices aimed at advancing teacher learning in Thailand. Drawing upon data from a larger mixed methods study, this article employed a contrasting groups design to examine differences in the leadership and teacher learning practices in two rural secondary schools. In addition to semi-structured interviews with principals and teachers, qualitative data were also gathered from school web sites, Facebook and administrative documents. The results illustrate that, given a similar set of situational challenges, principal's viewpoints, principles, purpose, and actions can make a difference in catalyzing, supporting, and sustaining teacher learning. The case studies show how learning centered leadership practices (or lack thereof) can shape teacher learning and contribute to a growing body of research on learning-centered leadership. [ABSTRACT FROM AUTHOR]

Leadership for learning has emerged as a framework that subsumes the core characteristics of instructional leadership, transformational leadership, and distributed leadership. It acknowledges that leadership responsibilities are shared across stakeholders, inviting wider sources of leadership. If leadership for learning conceptualizes leadership as an organization-wide practice beyond that of an individual (e.g. the school principal), its measurement must accordingly invite perceptions and experiences of diverse stakeholders at multiple levels. Focusing solely on principals' or teachers' leadership perceptions is problematic since it fails to capture the unique lived realities teachers or principals experience concerning leadership enactment. It also limits the capacity to examine whether and how these multiple perspectives exert same or divergent impacts on staff development, school culture, and student learning. Thus, this study employed leadership for learning as its theoretical framework and rigorous multilevel factor analysis techniques to examine the extent to which individual teachers, teachers collectively, and principals show distinct perceptions of leadership practices. Four-fold cross-validation multilevel factor analysis revealed conceptual distinctions in how the three entities experience leadership practices distributed across the school. We also present implications for educational leadership research, practices, and policy. [ABSTRACT FROM AUTHOR]

The research on Early Childhood Education and Care leadership has mainly focused on the kindergarten manager's perspectives. However, to fully understand leadership in ECEC settings, the middle-management level of pedagogical leaders must be included. The distributed framework is applied to investigate how the pedagogical leaders at the middle-management level enact and understand their leadership role. This study demonstrates that pedagogical leaders' enactments emerge differently and manifest as three distinctive leadership types categorized as the administrative-, equality-, and reflective leader. This paper builds on data collected using the qualitative methodological framework of semi-structured group interviews, participatory observation, and a stepwise thematic analysis. It discusses how contextual factors impact the development of different leadership enactments. Findings challenge the notion of leadership in ECEC as highly democratic, flat in structure, weak, and demonstrate variations in leadership enactments. The conclusions drawn from the results suggest that a deeper insight into contextual factors is needed to understand the leadership's complexity fully. [ABSTRACT FROM AUTHOR]

Unlike in England, where the Holocaust has been a compulsory part of the history curriculum for Key Stage 3 since 1991, the Holocaust is not mandatory in the Scottish curriculum. Therefore, Teaching and Learning about the Holocaust (TLH) in Scotland relies on the commitment of individual teachers and/or schools. Factors that impact TLH in Scotland are the Citizenship and Equalities priorities within its flexible curriculum that encourages Interdisciplinary Learning (IDL), annual commemoration of Holocaust Memorial Day, and teacher and pupil participation (since 2007) in the Lessons from Auschwitz Project (LFA). This paper identifies approaches to embedding TLH in mainstream secondary schools in Scotland accredited by the Vision School Scotland (VSS) programme and presents evidence drawn from online application documentation from successful schools in this programme which were analysed using thematic analysis. Findings were that leadership from staff and pupils is significant to its delivery and that while Nazi antisemitism is included in TLH programmes, contemporary antisemitism is largely not taught or discussed at a class or school level. This has practical implications for schools aiming to develop 'best practices' in delivering TLH. [ABSTRACT FROM AUTHOR]

The purpose of this study is to contribute to knowledge about school leaders' and mentors' perceptions, experiences, and legitimizations of national policy expectations about the organizing of mentoring of newly qualified teachers (NQTs). The analytical framework is based on perspectives of governing with attention to policy by expectations combined with theory of making policy solutions thinkable, calculable and practicable. The thematic analysis of interviews of school leaders and mentors suggests that the organizing of mentoring NQTs is understood as a multitude of practices, the policy initiated NQT mentoring becomes a precarious practice within the school organization, and the legitimization of NQT mentoring reveal diverging purposes of such a practice. The findings raise concerns about how such perceptions, experiences, and legitimization can contribute to professionalizing and ensuring teacher retention. [ABSTRACT FROM AUTHOR]

This study explores how the protracted exposure to the COVID-19 pandemic influenced role expectations and leadership practices among Norwegian school principals. Following up Lien et al. (2022). School principals' experiences and learning from the COVID-19 pandemic in Norway. Scandinavian Journal of Educational Research, 1–16, nine Norwegian school principals were re-interviewed 18 months into the pandemic. Four main themes emerged: (a) increased demands and expectations describes how the pandemic still poses a significant additional workload, (b) dilemmas and uncertainty outlines how the school principals have become more aware of their responsibilities and liabilities, (c) social support and relationships details an increased sense of community and peer support from fellow teachers, colleagues and the community at large, and (d) self-efficacy describes how the pandemic has instilled confidence in the principals as school leaders. The findings are discussed in the context of leadership practices in education and research on crisis leadership. [ABSTRACT FROM AUTHOR]

Background: Leadership development is commonly named as an outcome for experiential learning (EL) programs. Some programs have shown success at inculcating individual leadership traits. However, it is not clear whether there is a relationship between certain kinds of experiential pedagogy and specific leadership concepts or styles, such as industrial and postindustrial leadership and other concepts. Purpose: The researchers identify course-design factors associated with leadership-learning outcomes in an interdisciplinary EL program called Vertically Integrated Projects. Method: From five courses across disciplines, faculty were interviewed and syllabi and student reflections were analyzed for concepts of leadership and course designs. Findings: Students showed the most evidence of leadership learning when at least two of the three factors were present: (i) flexible and cooperative course structures; (ii) conceptual instruction; and (iii) faculty coaching. Leadership practice is distinguished from leadership learning. Implications: Leadership educators recommend conceptual instruction prior to experiential learning; the findings support supplementing that instruction with a flexible, cooperative course design to encourage leadership learning. More research is needed on the relationship between "vertical" experiences, in which advanced students mentor junior students in courses of any size, and leadership development. [ABSTRACT FROM AUTHOR]

This study focuses on the relationship between various leadership goal setting and students' decisions about further education in the context of the Danish educational system. Furthermore, the potential of school leadership to reduce social disparities in such decisions is explored. The data set is based on repeated measurements of school leaders' attitudes and practices from 819 schools over 4 years, merged with administrative register data. Multilevel multinomial logistic regression and two-way fixed effects multinomial regression were applied. We find no relationship between achievement goals and educational decisions. Depending on modeling choices, results indicate that leadership goal setting concerning transition is associated with a small increase in the chance of students choosing the academic track, and the goal of promoting citizenship among students was associated with a slightly higher probability of choosing the vocational track. Furthermore, transition goals moderate the relationship between school socioeconomic status and students' probability of choosing the academic track. [ABSTRACT FROM AUTHOR]

Early childhood pedagogical leadership has been found to enhance program quality by assisting educators to reach deeper understanding of pedagogical practices. In the early years of school where pedagogical tension resides, research on early childhood pedagogical leadership is scarce. Furthermore, there are few models of early childhood pedagogical leadership that describe how early childhood pedagogical leadership might be enacted in practice. This paper presents a relational model of early childhood pedagogical leadership that was developed from the findings of an investigation into early childhood pedagogical leadership enactment in school settings. The practical elements of pedagogical leadership outlined in this model may assist educators to understand how they can lead continuous improvement while empowering their colleagues and building leadership capability of their team. [ABSTRACT FROM AUTHOR]