Followership in the School Context

Cruickshank, Vaughan

doi:10.4236/ojl.2017.63006

Cited by 7 publications

(4 citation statements)

References 8 publications

(7 reference statements)

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“…As servant leaders, they deeply understand the importance of collaboration and mutual support, thereby strengthening the sense of community within the school. By fostering collaboration, leaders create an environment that allows the principles of servant leadership to flourish and have a positive impact on the school community (Mahdi et al, 2014;Urrila, 2022;Rosha, 2014;Cruickshank, 2017). They no longer focus on their own desires but prioritize the application of religious values.…”

Section: Discussionmentioning

confidence: 99%

Servant Leadership in Religious Boarding Schools Leaders: A Case Study

Pasaribu,

Widodo,

Kristiana

2023

Proc. Int. Conf. of Psy. Stu.

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The role of a boarding school leader is complex as they serve as managers, educators, administrators, entrepreneurs, as well as substitute parental figures. The servant leader is one of the leadership styles that is considered appropriate in fulfilling the complexity of the role .This study aims to describe the uniqueness of applying servant leadership among religious-based boarding school leaders. An explanatory single-case study design was chosen, with data collected through directed group discussions and in-depth interviews. Data analysis followed the thematic analysis stages proposed by Braun & Clarke (2006). The research participants consisted of three individuals, including one principal, one vice principal, and one dormitory head, all of whom had more than three years of experience and were local residents (Mean Age = 32, Female = 0.33%, Male = 0.67%). Thematic analysis yielded the following results regarding the implementation of servant leadership in religious-based boarding schools: (1) Characteristics of Servant Leadership, (2) Driving Factors, (3) Implementation Methods, (4) Impact of Implementation, and (5) Implementation Challenges. The complexity of implementing servant leadership among servant leaders demonstrates significant outcomes for the development of the school community, including students, teachers, staff, and parents. The findings from the results of this study provide information that encourages future research related to the application of servant leadership in the world of education as a supporting factor for achieving educational goals and developing the role of a leader in fulfilling the complexity of their tasks.

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Section: Discussionmentioning

confidence: 99%

Servant Leadership in Religious Boarding Schools Leaders: A Case Study

Pasaribu,

Widodo,

Kristiana

2023

Proc. Int. Conf. of Psy. Stu.

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“…The more bottom-up approach of transformational leadership allows teachers to be more involved in the creation of a common school vision, and consequently be more basically motivated to achieve it. These teachers are then more likely to display exemplary follower behaviors such as independence, engagement and positivity (Cruickshank, 2017).…”

Section: Building and Sharing The School Visionmentioning

confidence: 99%

Instructional Leadership of Principals on Students' Achievement in Public Schools in Nepal

Adhikari¹

2022

Interdisc. Res. Educ.

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The purpose of this study is to find out the impact of principals' instructional leadership on students' achievement. School head teachers act as a leader and also a manager that determines students' achievements both directly and indirectly. Instructional leadership can significantly influence the quality of teaching and learning in the schools and consequently students' achievement, by improving the working conditions of the schools Literature shows that transformational leadership and instructional leadership determine the preferred styles of school improvement. This study shows that effective school leadership is the authority to lead the school. There is a growing understanding that leadership is surrounded in various organizational contexts within school communities, not centrally vested in a person or an office. The real challenge facing most schools is no longer how to improve but, more importantly, how to sustain improvement. Sustainability will depend upon the school’s internal capacity to maintain and support developmental work and sustaining improvement requires the leadership capability of the many rather than the few.

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“…A possible solution to this problem is for existing school leaders to actively identify and develop leadership talent amongst existing staff (NCSL, 2004). A good starting point could be teachers who are exhibiting exemplary follower behaviours such as being independent, innovative, willing to question leadership, work well with others and easily adjust to workplace changes (Cruickshank, 2017a). These teachers would have a strong knowledge of the school and could be well placed to move into leadership positions if required.…”

Section: Succession Planningmentioning

confidence: 99%

Capacity Building and Succession Planning

Cruickshank¹

2018

OJL

Self Cite

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School leaders can make a considerable difference to the quality of teaching and learning in their schools, and consequently student achievement, by influencing the motivations and capacities of teachers. If school leaders are to be leaders of learning, then they should take responsibility for ensuring the continual learning of both students and teachers, as well as maintaining their individual learning. This paper will analyse the role of succession planning and staff capacity building as essential components of a leadership for learning school.

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Followership in the School Context

Cited by 7 publications

References 8 publications

Servant Leadership in Religious Boarding Schools Leaders: A Case Study

Servant Leadership in Religious Boarding Schools Leaders: A Case Study

Instructional Leadership of Principals on Students' Achievement in Public Schools in Nepal

Capacity Building and Succession Planning

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