Learner‐centered leadership: a mentoring model for the professional development of school administrators

Kiltz, Gary; Danzig, Arnold B.; Szecsy, Elsie

doi:10.1080/1361126042000239901

Cited by 20 publications

(10 citation statements)

References 7 publications

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“…Learning-centred principals are not solely responsible for improving their school, they are leaders who empower teachers and other stakeholders to play an active role in the process of school improvement by means of democratic participation and dialogue (Kiltz et al , 2004). According to Murphy et al (2011), LCL is associated with various leadership practices, including developing school learning standards, creating a strong curriculum, ensuring effective teaching, developing an effective learning culture and professional behaviour, creating strong relations with the school community and developing a systematic accountability mechanism regarding student performance.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

The relationship between professional development and school principals’ leadership practices: the mediating role of self-efficacy

Gümüş

Bellibaş

2020

IJEM

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PurposeThere is an extensive body of contemporary educational literature concerning teachers' professional development (PD), but little attention has been paid to the PD of principals, despite their vital role in improving student learning outcomes. The available literature on principals' PD deals with content and quality while mostly ignoring whether and how PD activities have an impact on leadership practices. In our study, we wanted to examine the extent to which principals perform learning-centred leadership practices and whether and how their practices are influenced by the PD programmes they have engaged in during the past twelve months.Design/methodology/approachA total of 130 Turkish principals participated in the study. Using the SEM model, we examined the direct and indirect links between principals' PD and their self-perceived learning-centred leadership practices, with self-efficacy as the mediating variable.FindingsWe found a positive, statistically significant yet weak relationship between principals' PD and their leadership practices, with self-efficacy playing a considerable mediating role.Originality/valueWe argue that traditional types of PD activities can contribute to the leadership practices of principals, at least in countries where school principals are not adequately prepared for principalship positions. We suggest that such activities can contribute by providing newly appointed school principals with certain basic knowledge regarding effective leadership that many principals in developing countries are missing due to the lack of pre-service training. These activities can also strengthen principals' belief in their ability to overcome school problems and improve student learning. This, in turn, could motivate them to focus more on learning-centred leadership practices.

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Section: Theoretical Foundationsmentioning

confidence: 99%

The relationship between professional development and school principals’ leadership practices: the mediating role of self-efficacy

Gümüş

Bellibaş

2020

IJEM

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“…Importantly, IMPACT V exhorted building leaders to enact their learning, particularly through the integration of action planning/implementation and leadership coaching. While coaching or mentoring is lauded in the literature (e.g., Crews & Weakley, 1995; Kiltz, Danzig, & Szecsy, 2004), this was a new component of our EdS program.…”

Section: Discussionmentioning

confidence: 99%

Transformational and Transformative Leadership in a Research-Informed Leadership Preparation Program

Hewitt

Davis

Lashley

2014

Journal of Research on Leadership Education

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This article describes IMPACT V, a grant-funded preparation partnership among a community of institutions, and then considers whether such a partnership is a viable way to cultivate transformational and transformative sensibilities in building leaders. Methods included content analysis of baseline and summative student artifacts. Findings suggest that the program promoted elements of transformational leadership, as well as transformative leadership focused on liberation, democracy, equity, and justice. The program promoted school change and cultivated leadership and personal growth but suffered from unevenness in the program partnerships. Implications for leadership preparation are considered.

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“…He argues that the latter is a misguided route for preparing learners and school leaders. He supports his argument by using a body of literature that says learners learn better when they control the conditions of their own learning (Danzig 1999a(Danzig , 1999b(Danzig , 2003Danzig, Blankson, & Kiltz, 2007;Danzig, Borman, Jones, & Wright, 2007a, 2000bDanzig, Chen, & Spencer, 2007;Danzig & Wright, 2007;Kiltz, Danzig, & Szecsy, 2004).…”

Section: Part III Professional Development and Social Capital Buildinmentioning

confidence: 93%

Cosmopolitan Leadership: Education as a Global Public Good for Sustainable Education Futures

Vongalis-Macrow¹

2009

Transformative Leadership and Educational Excellence

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There is widespread recognition that education is the key to the well-being of any society and that transforming schools and school systems is critical to sustained growth and success. Yet despite the many advances in information and communication technologies, truly world-class schools remain a relative rarity. Part of the reason for this resides in the nature and form of organisational structures that are no longer appropriate in the information age. The frontier of human productive capacity today is the power of extended collaboration, the ability to work across global and technological boundaries, and the ability to create and nurture learning organisations. This form of collaboration inevitably brings challenges and opportunities. In particular, for schools and school systems, it demands the rethinking of current practices and developing alternative conceptions of leadership, professional development and pedagogy. It necessitates tackling the deep rooted problems of social inequality and educational disadvantage that so many countries have yet to resolve. It requires that we look much more critically at the forms of leadership practice most likely to secure long term transformation and change. This book is a powerful compilation of research evidence from around the world that throws new light on a range of important issues. The chapters look at different aspects of educational change focusing particularly on the link between leadership and learning, both organisational and individual. The chapters look at the implications for teaching and learning arising from technological change and probe the forms of leadership needed to secure long term transformation. They demonstrate the importance of teacher learning as well as student learning and thus the importance of teacher education and professional development. The book embraces a range of approaches, some of them offering new and critical insights into current practice. This amalgam of perspectives makes the book authoritative and relevant to policy makers and practitioners around the world. Globalisation and rapid technological change pose significant and substantial challenges for schools and school systems. By sharing experience and analyses from around the world, this book offers those who work within schools and with schools some extremely helpful ways of understanding and meeting those challenges.

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Learner‐centered leadership: a mentoring model for the professional development of school administrators

Cited by 20 publications

References 7 publications

The relationship between professional development and school principals’ leadership practices: the mediating role of self-efficacy

The relationship between professional development and school principals’ leadership practices: the mediating role of self-efficacy

Transformational and Transformative Leadership in a Research-Informed Leadership Preparation Program

Cosmopolitan Leadership: Education as a Global Public Good for Sustainable Education Futures

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