Educational Leadership Relationally

Eacott, Scott

doi:10.1007/978-94-6209-911-1

Cited by 66 publications

(6 citation statements)

References 52 publications

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“…The initial 'doing' of learning about the Spellright and Approaching Reading programmes entailed ongoing 'sayings' between classroom teachers who also participated in external professional development events. In relation to the Approaching Reading programme in particular, these initial 'doings' and 'relatings' with one another enabled much more substantive leading practices on teachers' part as they engaged in the 'doing' of acting as conduits for the learning of their colleagues; such relating is of a piece with what Eacott (2015) refers to as enacting educational leadership 'relationally' -in ways which foreground the continuous associations and relationships which inform practices of leading through time and space. That this was successful was evident in the new forms of 'relatings', which saw less experienced teachers valued by more experienced colleagues as part of this process, as they engaged in a teacher learning initiative focused upon student learning (Frost and Durrant, 2003).…”

Section: Discussion: the Particularity Of Praxis Of Educational Leadementioning

confidence: 97%

Contextualizing, orchestrating and learning for leading

Grootenboer¹,

Hardy²

2016

Educational Management Administration & Leadership

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The importance of leadership for improving educational outcomes in schools has been widely promoted. However, the nature of leadership practices, in context, has received less attention in the educational leadership literature. In this article, we present a case study of the specific leadership practices that developed in one school site serving the learning needs of students in a complex, diverse, low socio-economic community in south-east Queensland, Australia. Rather than focusing on the person/role of 'the leader', or various leadership qualities/traits, we examine the nature and particularity of the leadership practices as praxis, across a variety of roles and dispositions, as developed within the school. To help make sense of the praxis and particularity of educational leadership practices, we draw upon recent neo-Aristotelian practice theory to reveal the specific actions ('doings'), dialogue ('sayings') and relationships ('relatings'), which constituted leadership-in-practice, as praxis. These 'doing', 'sayings' and 'relatings' for praxis were evident in: formal leadership practices responsive to the context and history of the particular school site; formal and informal leadership practices involved in establishing a 'leadership group' within the school to address students' needs, and; and informal leadership practices focused on cultivating teacher learning for student learning. Such an approach does not simply reinforce sedimented notions of what constitutes 'educational leadership', but sheds new light upon the nature of 'leading practices for praxis'.

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Section: Discussion: the Particularity Of Praxis Of Educational Leadementioning

confidence: 97%

Contextualizing, orchestrating and learning for leading

Grootenboer¹,

Hardy²

2016

Educational Management Administration & Leadership

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“…This special issue seeks to contribute to the emerging scholarship on global leadership reform by presenting and comparing cases from multiple national spaces. Research on school leadership has been largely dominated by instrumentalism and has evidenced a lack of critical evaluation of the discourses that shape leadership practice and policy around the globe (Eacott, 2015;Magno, 2013). As leadership reform becomes a global phenomenon, comparative analyses of standardization in educational administration and leadership prove urgent and necessary (English, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…As noted by Eacott (2015), "'leadership' may be more of a particular socio-geographic construct than a universal" (p. 33), a sentiment that resonates with Magno's (2013) observation that the leadership standards movement, originated in anglophone countries of the global north, rapidly spread out to other national and cultural contexts around the globe. While this could be interpreted as a form of epistemological (Eacott, 2015), cultural, or ideological imperialism, more empirical research is needed to determine the extent by which constructs like "leadership" are adopted, or reimagined, in local policy contexts. The contributions included in this special issue offer substantial insights to evaluate the impact of these leadership reform discourses in various jurisdictions around the globe.…”

Section: This Special Issuementioning

confidence: 96%

Standards and competency frameworks for school administrators: Global, comparative and critical perspectives

Riveros

Wei

2019

EPAA

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In this introduction to the special issue, we highlight the increased transnational interest in standardizing the knowledge, competencies, and practices that relate to educational leadership. While acknowledging the thematic convergences in leadership standards and competency frameworks from heterogenous localities, we propose that it is critical to interrogate the policy mobilities and the recontextualization of the discourses that have contributed to the formulation and implementation of standards. To achieve this aim, this special issue stages a global dialogue about this global leadership turn by including a selection of articles that discuss the emergence and adoption of education leadership standards in diverse linguistic, social and cultural contexts.

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“…As such, it seems logical that principals need and want training to conduct this aspect of their job best. Eacott (2015) theorized that educational leadership was a complex interplay of professional expertise, administrative insight, and the ability of the individual principal to shift their approach to employ empathy and discretion in the execution of their duties. His work suggests that no standard theory or model is appropriate to describe the modern American principal.…”

Section: The Principalshipmentioning

confidence: 99%

“…His work suggests that no standard theory or model is appropriate to describe the modern American principal. However, if the position is approached with an understanding of its unique attributes, experienced educators can fulfill the job's demands (Eacott, 2015).…”

Section: The Principalshipmentioning

confidence: 99%

Principals as Human Capital Managers: A Literature Review

Shell¹

2023

IJCE

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This review focuses on the school system's evolution and the principal's role as an administrator. Principalship refers to the professional standards to which a school's leadership aims to meet the needs of staff, students, and parents. The roles include student management, enforcing curriculum, assisting teachers, and allocating material and financial resources to ensure high academic performance. The review identifies that most principals fulfill a minimum requirement of undergraduate and postgraduate education with vast experience as regular teachers, school counselors, or educational professionals.The review identifies several academic preparation programs for state credentialing to become a school administrator. The study reveals that applicants for school leadership roles achieve higher learning goals such as master's or doctoral in education, psychology, and business administration. Most states require a minimum of three years of field experience with diverse communities. Scholars emphasize the need for continued learning programs for effective principalship and managing diverse school communities. Furthermore, each state has a local credentialing agency open to various professionals, thus creating varied leadership experiences for different schools.The review seeks to establish the functions of a principal as a human capital manager. Scholars differentiate human resource management and human capital management by emphasizing the role of principals as business managers whose goal is to steer a school toward the best student, staff, and institutional output. The study uses human capital theory to maximize staff potential and achieve better institutional results. Therefore, the roles of a principal as a human capital manager include recruitment of qualified personnel, provision of professional growth opportunities for various staff, capacity building, and retention of qualified staff.

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Educational Leadership Relationally

Cited by 66 publications

References 52 publications

Contextualizing, orchestrating and learning for leading

Contextualizing, orchestrating and learning for leading

Standards and competency frameworks for school administrators: Global, comparative and critical perspectives

Principals as Human Capital Managers: A Literature Review

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