Managing Adaptive Challenges

Drago‐Severson, Eleanor; Maslin‐Ostrowski, Patricia; Hoffman, Alexander M.; Barbaro, Justin

doi:10.1177/1942775113498376

Cited by 12 publications

(8 citation statements)

References 27 publications

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“…This study also suggests that former members of the military bring specific developmental capacities (Drago-Severson, Maslin-Ostrowski, Hoffman, & Barbaro, 2014) or internal and external capabilities (Marzano et al, 2005) to their work as educational leaders. .…”

Section: Veterans As Program Participants Veterans As Leadersmentioning

confidence: 61%

“…These questions suggest that we have little understanding of what Kelchtermans, Piot, and Ballet (2011) refer to as the leader's personal interpretative framework, or the manner in which a leader "perceives, gives meaning to, and acts in particular job situations" (p. 95). Similarly, as a field we are wanting for understanding about the specific developmental, or internal, capacity that leaders have to address contemporary educational challenges (Drago-Severson, Maslin-Ostrowski, Hoffman, & Barbaro, 2014). However, understanding of both the personal interpretative frameworks and developmental capacities hold promise to inform the literature about leadership, educational leaders, and the work of military veterans leading in today's P-12 schools.…”

Section: Justification For Researchmentioning

confidence: 99%

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Leadership Tenets of Military Veterans Working as School Administrators

Bolles¹,

Patrizio²

2016

Journal of Leadership Education

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This study investigates the leadership tenets informing veterans' work as school leaders. Drawing on 15 interviews and surveys with military veterans working as educational leaders, the study relies on Stake's (2006) case study method to substantiate assertions that veterans: 1) come into education without the support of a transitional program, 2) are committed to taking care of their people, 3) have a strong belief in service, 4) are influenced by leadership that they have witnessed, and 5) are equipped to manage delegating and accountability by virtue of military experiences.

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Section: Veterans As Program Participants Veterans As Leadersmentioning

confidence: 61%

Section: Justification For Researchmentioning

confidence: 99%

Leadership Tenets of Military Veterans Working as School Administrators

Bolles¹,

Patrizio²

2016

Journal of Leadership Education

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“…Principals, especially those who are newly appointed, require training before they assume their positions, as well as clear formal and informal guidelines (Meyer and Patuawa, 2020;Sepuru and Mohlakwana, 2020;Slater et al, 2008). Creating a school culture that supports the learning and professional development of teachers and staff, as well as principals, can in turn enhance their willingness to go beyond the call of duty by building trust with educators, encouraging openness, and allowing them to take part in the decision-making process (Drago-Severson et al, 2014;Stynes and McNamara, 2019).…”

Section: Implications For Practicementioning

confidence: 99%

A systematic review of key contextual challenges facing school principals: Research-informed coping solutions

Tamadoni

Hosseingholizadeh

Bellibaş

2021

Educational Management Administration & Leadership

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The function of school leadership has been significantly changed by the multi-layered school context to meet the demands of stakeholders. Increasing autonomy and accountability pressures have made it difficult to maintain the balance of principals’ tasks, which gives rise to a variety of challenges. This study adopted a descriptive quantitative form of a systematic review to analyse 169 related studies about the challenges faced principals and research-informed coping solutions for such challenges published in the international journals indexed by the WoS, SCOPUS, and ERIC databases between 2001 and 2020. This analysis identified 734 contextual challenges, including challenges related to principals’ roles and actions (31%) influenced by institutional contexts (24%), socio-cultural contexts (11%), stakeholders (3.4%), and parents (5.2%). Additional contextual challenges were related to the leading staff (6%) and teachers (7.9%). Finally, 11.2% of the contextual challenges corresponded with concerns about student performance. This research highlights the need for modifying leadership preparation programs in a context sensitive manner, active participation of all stakeholders in setting school targets and methods for achieving them, and creating a supportive culture that encourages mutual progressive trust between governments, local communities, and school principals.

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“…REVIEW OF RELATED LITERATURE (Drago-Severson, et al, 2014), created a significant need to delve deeper into determining the impact adaptive culture led by elementary principals and teacher leaders can have on student achievement. While organizational culture has been a research topic within the business world, the education world has been disinterested.…”

Section: Introductionmentioning

confidence: 99%

Teachers Adaptive Leadership Approaches and the Learners Academic Behavior and Outcomes in the New Normal

L. JAVIER

2023

IJRP

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This study was conducted to determine the extent of teacher's adaptive leadership approaches and the learners academic behavior and outcomes in the new normal.It involves the participation of seventy ( 70) teachers in Schools division office of San Pedro Laguna, selected using the purposive sampling technique. Data were gathered using descriptive statistics such as weighted mean, and standard deviation and Pearson r Correlation and Regression analysis was used to utilize the study.During the conduct of the study, the researcher will perform the following procedures. The questionnaire was created after the researcher read various articles and literature related to this study. The researcher will seek approval from the panel members for the assurance, validity, and reliability of the major instrument, and the approved questionnaire will be validated by three master teachers from different schools. The researcher will then seek permission from the school head and principal of each school to collect the necessary data for this study via a letter of request. Following approval, respondents will be instructed on how to complete the entire set of questionnaires. The researcher will personally administer the questionnaire distribution and retrieval. Before allowing respondents to complete the questionnaire, the researcher will thoroughly explain the direction and purpose of the study. Later, the data will be gathered, statistically treated, analyzed, and interpreted. The study shows that adaptive leadership significantly affects both academic performance and outcomes. It is advised for the school head to maintain and continue their good approaches in leadership, which will help improving the students' academic outcomes and well-being. The researcher thus draws the conclusion that the research hypotheses stating that "There is no significant relationship between adaptive leadership approaches and learners' academic behavior" are false. It is advised that all teachers support their school's decision-making and program implementation processes.Changes in the personal, social, and economic spheres are among the consequences of the new normal emergency. While technological advancement is an ongoing and clearly increasing trend, it is not without its detractors, particularly those associated with the humanistic tradition in education. This is more evident now that curriculum is viewed as a complex conversation. However, the transformation of face-to-face classes into online distance learning is now returning to in-person classes.

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Managing Adaptive Challenges

Cited by 12 publications

References 27 publications

Leadership Tenets of Military Veterans Working as School Administrators

Leadership Tenets of Military Veterans Working as School Administrators

A systematic review of key contextual challenges facing school principals: Research-informed coping solutions

Teachers Adaptive Leadership Approaches and the Learners Academic Behavior and Outcomes in the New Normal

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