Learning for Leadership: An Evidence Based Approach for Leadership Learning in Faith-Based Schools

Buchanan, Michael T.; Chapman, Janine

doi:10.1007/978-94-017-8972-1_39

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…The unit focused on various leadership dimensions which have been associated with the distinctive nature of leadership in Catholic schools (but not exclusive to leadership in such schools). These dimensions include educational leadership, curriculum leadership, faith leadership, spiritual leadership, ministerial leadership, and religious leadership (Buchanan, 2013a). The unit was offered in a fully online mode and those enrolled in the unit had access to their lecturer and their peers via online discussions, email, and telephone communication.…”

Section: Background To the Researchmentioning

confidence: 99%

Sustaining Religious Education Leadership: Implications for Policy Reform

Buchanan

2023

Discourse and Communication for Sustainable Education

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Religious education leaders promote the religious identity of the school as well as foster a sense of connectedness through building school community. However, these leaders who play a key role in this area are at times the ones who feel the least connected to the school community and are more likely than other leaders to resign from the position prior to completing their full term. One of the things principals of schools fear the most is the resignation of the religious education leader in their school (Crotty 2005). The high turnover rate of these leaders and the dearth of applicants to fulfil this role have resulted in less experienced personnel being appointed to these positions. Religious education leaders themselves as well as principals are concerned with the lack of suitable successors willing to take on the role. They want successors who are experienced and capable of senior leadership. Over the past decade the religious education leadership policy reforms and initiatives from diocesan based centralised authorities for Catholic education across Australia have attempted to address these concerns. Drawing on the insights from a study into the kinds of support religious education leaders need to do their job effectively, this chapter explores the general limitations of these policies and proposes some recommendations for policy reform that will sustain Religious Education Leadership as a viable career pathway.

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Section: Background To the Researchmentioning

confidence: 99%

Sustaining Religious Education Leadership: Implications for Policy Reform

Buchanan

2023

Discourse and Communication for Sustainable Education

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“…It is commonly acknowledged that the demands of senior leadership positions within education are onerous and time consuming (Buchanan & Chapman, 2014). Therefore, tagging a qualification to a particular senior leadership pathway as well as a salary penalty for those without a postgraduate qualification, would steer many people away from aspiring to take on a religious education leadership position.…”

Section: Qualificationsmentioning

confidence: 99%

Sustaining School Based Religious Education Leadership

Buchanan

2018

Discourse and Communication for Sustainable Education

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The number of people applying for school based religious education leadership positions is scarce in most regions throughout Australia as well as other geographical regions. Drawing on the insights from key stakeholders associated with religious education leadership in schools this qualitative study aimed to identify factors which militated against sustaining school based religious education leadership. This paper reports on the findings emanating from the study and proceeds to outline practical solutions that may contribute to attracting and sustaining future generations of religious education leaders. The key factors impacting on the sustainability of religious education leaders include feelings of disconnection, excessive demands associated with the role and a lack of structural support. Practical recommendations are outlined to contribute to sustaining school based religious education leadership. The recommendations include a review of teacher appraisal processes, equity in terms of industrial conditions and the inclusion of middle leadership positions that support the leader.

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Mapping practices of Christian education: Toward a framework of contextual differences around the globe

Muynck

Reijnoudt-Klein

Kloe

2016

International Journal of Christianity & Education

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This article reports the development of a framework that structures differences in Christian educational practices worldwide. One of its purposes is to simplify the complexity of the contexts in which global partners cooperate. The framework also offers the theoretical basis for an instrument that nongovernmental organizations can use to determine how to choose the appropriate support for Christian education in a certain region. Based on a literature search and a validation study in Zambia, we find three overarching domains in which 24 dimensions are identified: the teaching and learning processes in classrooms; the educational administration, including stakeholders and their motives, aims and ideals to maintain Christian education; and four kinds of societal factors (historical and cultural, religious, legal and political, and socioeconomic). The framework will be the basis for empirical validation studies in different regions. An operational instrument for determining support needs is currently being developed.

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Learning for Leadership: An Evidence Based Approach for Leadership Learning in Faith-Based Schools

Cited by 3 publications

References 3 publications

Sustaining Religious Education Leadership: Implications for Policy Reform

Sustaining Religious Education Leadership: Implications for Policy Reform

Sustaining School Based Religious Education Leadership

Mapping practices of Christian education: Toward a framework of contextual differences around the globe

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