Creative leadership? ‘It’s just the norm’

Keamy, Kim

doi:10.1080/13632434.2016.1196173

Cited by 8 publications

(13 citation statements)

References 18 publications

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“…This response is perhaps not surprising when considering the lack of clarity found in the literature. From the literature review, six studies provided explicit definitions for Cr&Inn [29][30][31][32][33][34][35]. Toytok [33] (p. 173) notes novelty in her general definition for innovation as 'a new idea, product, service or system'.…”

Section: Defining Creativity and Innovation In Primary Sector Headshipmentioning

confidence: 99%

“…Similarly, Wang et al [35] also identify innovation as a process regarding school-based curriculum design, whereas Anderson-Butcher et al [38] consider process which includes new protocols, routines, and operational procedures; and, product innovation, involving new programs, services, and structures. Akin to this, Keamy [29] (p. 158) suggests creativity as four orientation responses which also indicates both process and product depending on the feature's orientation:…”

Section: Defining Creativity and Innovation In Primary Sector Headshipmentioning

confidence: 99%

“…(Gayle) One headteacher commented on the need for a clear rationale for any new approach that the leader puts forward so that the staff would know that the change is not just 'a passing fad' (Don). Thus, negative connotations can embroil the notion of novelty when there is a potential to perceive it as gimmicky, particularly in a school environment where there is a continuous influx of initiatives in response to the external challenges and demands for accountability [10,40].The broader literature suggests that the success of Cr&Inn is often reliant on leadership, those who lead for creativity alongside leading creatively through influence, modelling creativity, encouraging experimentations, and establishing the conditions for Cr&Inn [29,41,42]. Six studies suggested that the headteacher is no different in fostering Cr&Inn than leaders from contexts beyond the school environment [29,30,32,35,43,44] yet only two articles explicitly define Cr&Inn in school leadership.…”

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Conceptualising Creativity and Innovation in the Role of Primary Sector Headteachers

2022

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Schools and policy makers face common challenges driven by external affairs such as economic uncertainty, globalisation, and advances in technology. Rapidly changing educational, societal, and political systems require school leaders to adopt creativity and innovation (Cr&Inn) as an integral feature of their leadership. To understand what Cr&Inn means to those in primary sector headteacher positions, this conceptual paper explores the following questions: How is Cr&Inn defined regarding headteachers within the primary sector? What are the key characteristics of Cr&Inn regarding primary sector headteachers? We incorporate a systematic literature review along with definitions from primary sector headteachers drawn from interview data. Whilst Cr&Inn remain conceptually complex, we provide clarity by proposing a succinct definition and recognising the key characteristics involved which in turn, has the potential to strengthen effective leadership to improve learner outcomes through overcoming unusual challenges. We conclude with a discussion of how misconceptions may negatively influence creative and innovative practices, yet we recognise that Cr&Inn have much to offer those in such dynamic and accountable roles, globally, particularly in times of uncertainty. Through our identification of the characteristics, we provide school leaders and policy makers with a framework to understand what Cr&Inn entails.

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Section: Defining Creativity and Innovation In Primary Sector Headshipmentioning

confidence: 99%

Section: Defining Creativity and Innovation In Primary Sector Headshipmentioning

confidence: 99%

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confidence: 99%

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Conceptualising Creativity and Innovation in the Role of Primary Sector Headteachers

2022

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“…In education, the changing nature of the world of work has led to a focus on a 21 st century 'set' of skills that includes creativity. Proponents of creativity in leadership and the 'creative leadership' approach suggest that leaders must embrace and model creativity in order to support creative growth within organizations (Harding, 2010;Harris, 2009;Keamy, 2016;Sternberg, 2005). They contend that the flexible and adaptive nature of creative thinking is necessary to lead schools in a complex world (Gamwell & Daly, 2018;Turnbull, 2012).…”

Section: Introductionmentioning

confidence: 99%

Conceptualizing imagination in the context of school leadership

Judson

2020

International Journal of Leadership in Education

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There is very little research on imagination in the context of leadership in general, and even less in relation to educational leadership. Drawing on available research on imagination in leadership and scholarship in the field of imagination, this qualitative content analysis seeks to add to foundational understanding of imagination's role in educational leadership. First, it describes the range of meanings leaders hold about imagination and the contradictory feelings these meanings create. Second, it indicates some of the varied ways in which imagination contributes to leadership. Third, it contributes a definition of imagination that encompasses the potential value of imagination for leadership now and into the future. The paper concludes by offering recommendations for future research and identifies the improvisational imagination as an additional feature that imagination contributes to leadership practices. The research shows that imagination is not something we should call on only in times of crisis, but, rather, that it is an indispensable ally in dealing with leadership challenges of all kinds. Imagination is more than the whimsical spark of creativity; it is an integral skill that allows leaders to move beyond embedded ideas while creating new-and meaningful-change.

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“…Management is defined as the art and strategy for completing work through other people, which is responsible for managing and directing others, strategically in order to achieve organizational goals (Suparlan, 2013). Of course, this goal can be achieved in accordance with a predetermined plan, while the efficiency of the task will be implemented properly, well organized, and in accordance with a predetermined schedule (Keamy, 2016). This is a form of synergy between theory and practice in school-based management.…”

Section: Introductionmentioning

confidence: 99%

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Royhatudin¹,

Supardi²,

Juhji³

2020

TJKMP

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The purpose of writing this article is to find out the transformational leadership style and how the implementation of Madrasa-based Management at Madrasa Tsanawiyah Annizhomiyah with its transformational leadership style. This research used a descriptive qualitative approach. Data collection was obtained from informants and the behavior of people who were observed, interviewed, and documented as the primary data sources and the rest was secondary data from available documents. The results of this study show that the Madrasa principal's transformational leadership style looks innovative, committed, and communicative and appreciates achievement, able to create a conducive atmosphere by making efforts to change awareness, inspiring teachers and staff to work together to become good teamwork. Principal's transformational leadership style at Madrasa Tsanawiyah Annizhomiyah includes curriculum management, student and teacher management, financial management and finance, infrastructure management, public relations management, and special service management can run optimally by the school vision, community needs, and jihad resolution spirit and high commitment built by teachers to build Madrasa education, wiling to improve quality of education, and positive thinking because every student can be a better person.

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Creative leadership? ‘It’s just the norm’

Cited by 8 publications

References 18 publications

Conceptualising Creativity and Innovation in the Role of Primary Sector Headteachers

Conceptualising Creativity and Innovation in the Role of Primary Sector Headteachers

Conceptualizing imagination in the context of school leadership

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