Middle leaders matter: reflections, recognition, and renaissance

Harris, Alma; Jones, Michelle

doi:10.1080/13632434.2017.1323398

Cited by 69 publications

(56 citation statements)

References 18 publications

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“…[47] (p. 67). From this approach, the staff's ability to be organized around a shared goal or to achieve consensus in solving a problem affects their ability to initiate internal renewal processes [48,49] and deploy leadership [24].…”

Section: Discussionmentioning

confidence: 99%

“…When their vision about the school is more similar and their relationships between them more fluid, it is likely a trend towards collaboration and interdisciplinary activities to achieve school improvement. Harris and Jones [24] affirm that high schools where conditions of confidence and collaboration exist, promoted by the school administration, favor the establishment of stronger relationships in the school.…”

Section: Discourse Analysismentioning

confidence: 99%

“…In this regard, a conception of the school as a learning organization [22,23], over and above the combination of multiple agents whose actions may lead to individual school improvements, implies an essential point in achieving effective pedagogical leadership [24,25].…”

Section: Introductionmentioning

confidence: 99%

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School Principals in Spain: Interplay of Leaders, Teachers and Context

2020

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This paper analyzes the Spanish school principal figures and their future patterns of leadership and development, according to educational policies in Europe. The first part presents a comprehensive overview of the situation of school principals in Spain, according to the Spanish policy; in the second part, its real practice in a secondary school is evidenced based on the results of a conducted research. The tensions and dilemmas currently faced by school principals in Spain will be analyzed: pedagogical leadership versus management-oriented principals. The interviews carried out reveal the meaning that the different agents give to "leadership". A climate of trust and collaboration has been established between the management team, middle leaders and teaching staff, necessary conditions for the development of a shared school project and ensure its sustainability for achieve school improvement.

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Section: Discussionmentioning

confidence: 99%

Section: Discourse Analysismentioning

confidence: 99%

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School Principals in Spain: Interplay of Leaders, Teachers and Context

2020

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“…Pedagogical coordination incorporates organisational and curricular aspects (Harris and Jones 2017;Leithwood 2016). The types of management and leadership exercised to this end exert a direct influence on the consolidation of a strong and efficacious pedagogical coordination throughout the secondary school (García-Martínez and Martín-Romera 2019).…”

Section: Introductionmentioning

confidence: 99%

Building a Common Project by Promoting Pedagogical Coordination and Educational Leadership for School Improvement: A Structural Equation Model

et al. 2020

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Leadership and teaching practices are the most important factors that affect student learning. Many studies have pointed out the combination of both of them in a common project as a guarantee to achieve school improvement. The present study sets out to define and contrast an explanatory model of pedagogical coordination as a function of management leadership, collaborative working, setting common goals, participation in decision making, involvement of teaching staff and professional development of teachers, in a sample of pedagogical leaders from secondary schools. A final sample of 547 participants from Granada and Jaen (Spain) was obtained. An instrument adapted from the DLI questionnaire (Hulpia 2009) was administered. Path analysis was conducted, which displayed good model fit for all considered indices (χ2 = 10.937; df = 2.187; p < 0.001; CFI = 0.998 TLI = 0.993; GFI = 0.994; RMSEA = 0.047). The main result was the identification of positive relationships between all dimensions of the questionnaire. It can be concluded that management plays a key role in the establishment of common goals at the school. Another important finding was that collaborative conditions should be present to favour the involvement and professional growth of the teacher. In summary, the existence of all of these conditions leads to high levels of all indices of pedagogical coordination in the examined secondary schools.

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“…Increasingly, the phenomenon of teacher leadership/middle-leadership 1 as a key component in school reform has gained attention as a plausible means by which instructional improvement can be achieved (Harris and Jones 2017;Wenner and Campbell 2017). Behind this lies an assumption that leadership distributed over those who still have a practical foundation in the activities they are intended to lead will have a direct and positive impact on practice.…”

Section: Introductionmentioning

confidence: 99%

Teachers leading teachers – understanding middle-leaders’ role and thoughts about career in the context of a changed division of labour

Hirsh

Bergmo-Prvulovic

2018

School Leadership & Management

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This longitudinal study aims to create in-depth knowledge about the phenomena of middle-leadership and career in school by identifying (1) driving forces for seeking and maintaining middle-leading positions, (2) opportunities and difficulties in maintaining the middle-leading role over time, and (3) underlying thoughts of career disclosed in the respondents' expressions. Five different reasons for seeking middle-leading positions are identified and driving forces for maintaining the position are categorised as either internal reward/non-observable outcomes or external reward/observable outcomes. Furthermore, the results show that different types of difficulties arise in distinct phases and that middle-leaders' needs for support therefore vary over time. Additionally, the complexity of teachers'/middleleaders' career thinking clearly emerges, and implications for practice are discussed.

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Middle leaders matter: reflections, recognition, and renaissance

Cited by 69 publications

References 18 publications

School Principals in Spain: Interplay of Leaders, Teachers and Context

School Principals in Spain: Interplay of Leaders, Teachers and Context

Building a Common Project by Promoting Pedagogical Coordination and Educational Leadership for School Improvement: A Structural Equation Model

Teachers leading teachers – understanding middle-leaders’ role and thoughts about career in the context of a changed division of labour

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