Purpose: This article proposes a model that provides one means of making instructional leadership the central focus of leadership preparation. It draws from conceptualizations of teaching and learning as well as organizational and leadership theory to advocate for greater coherence in education leadership programs. Conceptual Argument: We begin the development of this new education leadership preparation model from a traditional foundation of management tools enhanced with organizational and leadership theory. The model moves into more innovative territory by drawing from interviews with four eminent scholars in education (Edwin Bridges, Larry Cuban, Elliot Eisner, and Lee Shulman) and their publications. We suggest a reconceptualization of leadership preparation applying major concepts such as pedagogical content knowledge, educational connoisseurship and educational criticism, and an understanding of leadership contexts. We employ problem-based learning as the primary pedagogy for aspiring instructional leaders. The result is a model that leadership preparation programs might employ, test, and refine in an effort to prepare emerging novices ready to lead instruction in their schools. Implications: Using this model to guide leadership preparation requires substantial reimagining of how preparation programs work. Content will shift toward greater understanding of a range of pre-K–12 subject matter and pedagogy and new roles for education leadership faculty. Segmented instruction as it is commonly practiced is likely to be inadequate to achieve full development of instructional leadership. Consideration of this model ought to lead to fundamental discussions about the nature, purpose, and delivery of education leadership preparation.

While the literature on education reform has called for increased teacher participation in decision making, little is known about the decision participation construct itself Previous research in this area may be categorized according to the approach taken with respect to the conceptualization and operationalization of participation in decision making. We argue that an approach which views the construct as both evaluation-based and multi-dimensional in nature has advantages over three other common approaches taken in such studies. A sample of 842 elementary and 689 secondary teachers is used to (a) show the utility of a multi-domain evaluative approach to examine participation in decision making and (b) empirically identify four decision domains.

Professional isolation has hampered the quality of the work experience for employees in and outside public education for decades. This study explores the role that perceived isolation plays in predicting the quality of the work experience among new principals. The analysis tests whether isolation serves as a mediator in the relationship between factors that are known to affect the quality of work life of principals (social support; role stress; and participation in a structured coaching relationship) and three dimensions of burnout. Regression analysis supports the framework that places isolation as a mediator in predicting physical and emotional burnout, but does not support this role for cognitive burnout.

This study was concerned with the relationship between parenting practices and academic achievement of high school students. A sample of 873 Asian Americans, 1449 Hispanics, 1176 African Americans and 8292 European Americans was selected from the first follow-up (1990) and second follow-up (1992) of the National Educational Longitudinal Study (NELS). Analysis of variance (ANOVA), hierarchical and stepwise multiple regressions were employed to determine the extent to which parenting practice predicts academic achievement. The results of the study showed that European Americans are more authoritative than other ethnic groups, but the relationship between having an authoritative parenting style and student academic achievement is supported only for the majority group. Implications for practices and suggestions for future research are offered.

Purpose The purpose of this paper is to test the model first presented by Federici and Skaalvik (2012) involving the relationships among four attributes of principals’ work: self-efficacy, burnout, job satisfaction, and intention to leave (persistence). The model is then extended to test the role of isolation as a precursor. Design/methodology/approach Path analysis is used to test the models, based on responses from an electronic survey of first-year principals in a southeastern US state, using established measures of each construct. Findings First, the results show support for the model presented by Federici and Skaalvik, supporting their original hypotheses. Second, the authors show that isolation is an important predictor of all four constructs in the model, and that when included as an antecedent factor, isolation represents the most potent predictor of new principals’ intention to leave. Research limitations/implications The analysis involves a sample of new principals from a single setting, thus limiting generalizability. Additionally, the exclusive use of self-reported data in this study raises the possibility that the results are influenced by single-source bias. Practical implications The findings showing that isolation is a significant predictor of work outcomes, such as efficacy and satisfaction, and an important predictor of persistence suggest that scholars and practitioners alike need to consider ways to understand and mitigate the sources of isolation experienced by school leaders. Originality/value Isolation is largely neglected in empirical studies of principals’ work. This study adds to what is known and raises questions about the study of isolation experienced by school leaders.