Fusing Organizational Theory, Policy, and Leadership: A Depiction of Policy Learning Activities in a Principal Preparation Program

Woulfin, Sarah L.

doi:10.1177/1942775116659461

Cited by 4 publications

(2 citation statements)

References 20 publications

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“…In this principle, the principal can predict problems related to the policies taken. Leaders play a role in formulating policies and programs; all parties must strengthen roles, ideas, and concepts ICHELSS in facing problems so collaboration and sustainability become management principles [54,55].…”

Section: Aspects Of Educational Leadership In Geguritan Niti Rajasesa...mentioning

confidence: 99%

Character of Educational Leadership: A Critical Educational Study of Leadership in Local Wisdom

Wayan Agus Gunada,

Nyoman Harnika,

Kerti Nitiasih

et al. 2024

KSS

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This research critiques the practice of educational leadership and explains leadership in Balinese local wisdom. Leadership in schools is the managerial activity of the principal in carrying out the educational process. School management in Bali generally adapts leadership styles in the Western theory. However, is rarely understood in Balinese local wisdom and has the concept of leadership appropriate to socio-cultural conditions and education in Bali. This qualitative research uses data analysis techniques: data reduction, data presentation, and data verification. Based on the research findings, the concept of Balinese local wisdom leadership is full of values and religious character. Balinese local wisdom requires leaders to know their character and to form good leaders’ attitudes and behaviors. In comparison, Geguritan Niti Rajasesana has the concepts of catur pariksa, brata nembelas, and satya, the principle of leading. In the Geguritan Dharma Sesana text, there is a concept of 12 principles for leaders. The concept of leadership does not directly discuss leadership in education but is relevantly integrated into the management of education and organization by school principals in Bali. This study aims to strengthen the concept of educational leadership based on local wisdom and can be a reference for studies related to educational leadership. Keywords: educational leadership, local wisdom, principal, leadership character

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Section: Aspects Of Educational Leadership In Geguritan Niti Rajasesa...mentioning

confidence: 99%

Character of Educational Leadership: A Critical Educational Study of Leadership in Local Wisdom

Wayan Agus Gunada,

Nyoman Harnika,

Kerti Nitiasih

et al. 2024

KSS

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“…At the same time, leadership candidates in preparation programs are asked to apply theoretical frameworks, ranging from critical race theory and sensemaking theory to organizational theory, to their observations and activities in schools. Leadership faculty hope that these learning opportunities will enable candidates to develop complex views of the relationship between theory and practice (Kincheloe, 2004;Woulfin, 2016). By attending to both theory and practice, leaders would be able to test theory against practice (Mullen et al, 2005), use the relationship between the two to deconstruct dominant ideologies ( Jenlink, 2002), and make assumptions explicit in multiple contexts (Horn, 2002).…”

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confidence: 99%

Got theory?: Reconceptualizing the nature of the theory-practice gap in K-12 educational leadership

Roegman

Woulfin

2019

JEA

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Purpose The purpose of this paper is to reconceptualize the theory-practice gap in educational leadership, not as a deficit, but as a necessity for legitimacy within institutional contexts. Design/methodology/approach This paper draws on institutional theory to reframe the theory-practice gap, which is often seen as a deficit of leaders or preparation programs. Findings Three vignettes illustrate how aspiring and current educational leaders engage with theory and practice within specific contexts and in relation to specific aspects of leadership. Importantly, the vignettes show that when school leaders decouple theory from practice, they may be doing so to function as legitimate providers of K-12 educational leadership. Research limitations/implications The theory-practice gap, while often perceived as something negative, can have certain benefits within particular contexts. Scholars interested in the interconnections of theory and practice would benefit from considering why and how school leaders engage theory and practice. Practical implications Implications for leadership preparation programs highlight developing more complex views of the challenges that leaders face in tightly coupling theory and practice. To support future and current leaders, leadership preparation programs need to ensure that their students understand their institutional contexts and the reasons that leaders may decouple theory from action in various ways. Originality/value Instead of viewing the theory/practice gap as a deficit, this paper argues for a new way to consider why school leaders and leadership candidates may engage with theory and practice in different ways.

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Scaffolding Criticality: Iterations of Theory in Principal Preparation

Jimerson,

Myers

2024

Education Sciences

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Theory can be of immense value in practice and to practitioners, but is sometimes perceived as esoteric and inaccessible, or divorced from “real-world” knowledge and skills needed to enact school leadership. Policy and scholarship also call for the development of school leaders capable of thinking in ways informed by a range of theories that help leaders consider issues from various perspectives. Developing principals capable of leading for the moment and in ways that improve PK–12 systems requires us to communicate about theory in a way that positions it as a window into and lens for practice and to make theory approachable for students. In this paper, drawing on scholarship and on our roles as principal preparation faculty and as former school principals, we outline a framework for thinking about and with theory in principal preparation and for embedding theory in learning in explicit ways. Together, the iterations of theory we discuss scaffold the ability of leaders to use theory to frame critical analyses, problem-solve, broaden awareness of educational and societal issues, and constructively critique K–12 education.

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Fusing Organizational Theory, Policy, and Leadership: A Depiction of Policy Learning Activities in a Principal Preparation Program

Cited by 4 publications

References 20 publications

Character of Educational Leadership: A Critical Educational Study of Leadership in Local Wisdom

Character of Educational Leadership: A Critical Educational Study of Leadership in Local Wisdom

Got theory?: Reconceptualizing the nature of the theory-practice gap in K-12 educational leadership

Scaffolding Criticality: Iterations of Theory in Principal Preparation

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