Educational leadership is different in the country; What support does the rural school principal need?

Hardwick-Franco, Kathryn Gay

doi:10.1080/13603124.2018.1450997

Cited by 26 publications

(24 citation statements)

References 57 publications

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“…Effective principals must be able to manage interpersonal relationships within their specific context and to differentiate their administrative roles according to the context, accounting for differing external factors like culture and location (Hutton, 2017). In short, the role of a principal in a rural environment differs from that of a principal in an urban school, and appropriate development is needed in each setting (Hardwick-Franco, 2018).…”

Section: Resultsmentioning

confidence: 99%

Untitled

2020

REAL

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Many, if not most, of my writing comes from experience, as it does for many scholars-either observing situations and events, being among those involved in these, and the many discussions with students and colleagues about the experiences they have gone through in many countries I have visited or worked in. This topic of mentoring and the related role of role modelling initially came to me shortly after doing my doctorate in a mentoring mode with Christopher Hodgkinson in Canada, and my ideas about this were reinforced when I was mentored in informal postdoctoral work with Wolfgang Mommsen in Germany in the 1990s. Since that time, I have mentored some of my doctoral students, particularly in the last few years working with several in the Arabian Gulf. It was time for me to revisit my research and understanding of this topic after going through several years of research trips, guest lecturing and collaborative projects in Western, Central and Eastern Europe, followed by several years in the Gulf learning about the embeddedness of such roles in

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Section: Resultsmentioning

confidence: 99%

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2020

REAL

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“…I artiklar studeras skolledares praktik på grundval av etnicitet och ras (Gándara & Aldana, 2014;Davis, Gooden & Micheaux, 2015;Green, 2015;Wilson, 2016;Murakami, Hernandez, Mendez-Morse & Byrne-Jimenez, 2016;DeMatthews, Carey, Olivarez & Moussavi Saeedi, 2017;Green, 2017;Truong & Hallinger, 2017;Zembylas & Iasonos, 2017;Johnson & Pak, 2018;Irby, 2018;Brooks & Brooks, 2018). Här finns också studier som undersöker lhbtq-frågor relaterade till ledarskap (O'Malley & Capper, 2015;Galloway & Ishimaru, 2015;Lewis & Kern, 2018) samt ledarskap i glesbygd (O'Malley, Wendt & Pate, 2018;Hardwick-Franco, 2018). Temat kännetecknas också av artiklar med ett renodlat fokus på ledarskap utifrån ett socialt rättviseperspektiv (DeMatthews, 2018;DeMatthews, Edwards Jr & Rincones, 2016;Moral, Garcia-Garníca & Martínez-Valdivia, 2018;Wang, 2018).…”

Section: Värderingar Etik Och Likvärdighetunclassified

Skolledarskap i Sverige: en forskningsöversikt 2014–2018

Norqvist

Isling

2020

nse

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The purpose of this research overview is to understand the main contemporary research objects that characterizes the research field of school leadership in Sweden. Published literature within the field between 2014 and 2018 together with a mapping of research interests from 99 university teachers in the state funded education programme for principals, form the understandings of the field. The results indicate that the field is constituted by the interests of foremost understanding governance, policy, inspection and school leaders work and pedagogical leadership. A need of systems thinking, investigations of skills and competences, and lack of critical research are examples that calls for new directions in future studies within the field.

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“…They further focus on the challenges faced by principals in remote communities, where they have to be sensitive be in terms of contextual and diverse circumstances (Wildy & Clarke, 2009). Principal leadership in smaller towns or school communities located far from large cities and towns, however, is often overlooked (Hardwick-Franco, 2019).…”

Section: Introductionmentioning

confidence: 99%

School Principal Leadership in Remote South Africa: A Leadership and Management Challenge

Jaarsveld¹

2021

Advances in Education and Educational Trends Series

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To understand the circumstances under which principals in remote areas exercise their leadership and management, an investigation was conducted in the Northern Cape province, South Africa. This province is characterised by small towns with few residents. The infrastructure is not up to par, and in some cases, the socio-economic conditions are extremely poor. Unemployment is a big problem in the villages. The uniqueness of this study lies in the fact that after 1994, with the abolition of apartheid, the farmers withdrew their children from the schools and no longer supported the schools as before. As a result, the principals experienced many more challenges. The study followed a qualitative, phenomenological design from the interpretivist paradigm. The sample consisted of ten principals. Semi-structured interviews were conductedwith the principals. The inductive data analysis process was used. The required ethical clearance was obtained from the Research Ethics Committee of the North-West University and the Department of Education of the province. The results reveal that principals in remote areas, in the absence of technology, infrastructure, and support bases, have to use their skills creatively, and they need the support of the community, teachers, school management, and governing body.

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Educational leadership is different in the country; What support does the rural school principal need?

Cited by 26 publications

References 57 publications

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Skolledarskap i Sverige: en forskningsöversikt 2014–2018

School Principal Leadership in Remote South Africa: A Leadership and Management Challenge

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