Surviving, thriving and reviving in leadership: The personal and professional development needs of educational leaders

Earley, Peter

doi:10.1177/0892020620919763

Cited by 13 publications

(6 citation statements)

References 9 publications

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“…Med zunanjimi formalnimi pristopi in podpornimi sistemi, ki so se na začetku ravnateljevanja izkazali kot najuspešnejši in najučinkovitejši, raziskovalci in praktiki v zadnjem desetletju najpogosteje izpostavljajo mentorstvo, coaching, svetovanje in supervizijo (glej npr. Earley 2020;Bainridge, 2019).…”

Section: Profesionalno Učenje In Sodelovanje Ravnateljev V Tujini In ...unclassified

Raziskovanje v vzgoji in izobraževanju: učenje in poučevanje na daljavo – izkušnje, problemi, perspektive

2022

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Section: Profesionalno Učenje In Sodelovanje Ravnateljev V Tujini In ...unclassified

Raziskovanje v vzgoji in izobraževanju: učenje in poučevanje na daljavo – izkušnje, problemi, perspektive

2022

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“…Nicholas and West-Burnham ( 2016) note that the bulk of leadership development and training opportunities focus on the technical and organizational, and not the personal aspects of well-being and wellness. Early (2020) argues that leadership development programs should prioritize developing self-awareness and resilience. For Black and South Asian headteachers, the importance of professional development, networking and coaching by Blackled organizations has been demonstrated in earlier research (see e.g.…”

Section: Create More Culturally Responsive Development Opportunities For Headteachersmentioning

confidence: 99%

Portraits of UK Black and South Asian headteachers five years on: Leadership retention in the age of academization

Johnson¹

2021

Educational Management Administration & Leadership

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This article analyzes the career trajectories of eight Black and South Asian headteachers who were part of a larger study of three generations of Black, Asian, and Minority Ethnic (BAME) headteachers (28) interviewed in 2015 (Johnson, 2017). Using a longitudinal life history approach and portraiture, it seeks to answer the question, “How do Black and South Asian headteachers narrate their career progression and leadership values over time?” In particular, I explore the growth of academization and the formation of Multi-Academy Trusts (MATs) on the work lives of Black and South Asian headteachers and the role of autonomy, value alignment, and professional support on their leadership retention.

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“…Much of the leadership research in England either focuses on 'training' (e.g., [6][7][8]) or school 'effectiveness' and school improvement [9][10][11][12]. More recent focus has extended to include wellbeing [13,14], diversity including race [15,16], and leadership for social justice [17]. The meaning of 'success' or how principals grow and sustain success may be elusive.…”

Section: Introductionmentioning

confidence: 99%

Lessons from Two Decades of Research about Successful School Leadership in England: A Humanistic Approach

Mincu,

Colman,

Day

et al. 2024

Education Sciences

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This paper reviews the research on successful school principalship carried out in England over the last 20 years. Drawing on evidence synthesized from the International Successful School Principalship Project (ISSPP) and related English school leadership research conducted by ISSPP scholars, this review aims to answer a conceptual research question: How do the principalship’s moral purposes and contextual understanding shape the time-sensitive, informed adoption of combinations and accumulations of strategies that lead to sustained school success? This paper identifies five research insights derived from case studies in England and elaborates on the complex, values-led layered web of interactions between the school principal and key stakeholders within and outside the school in the context of frequent social changes and policy interventions in England. Whilst the pace has been greater and more intense than in many other countries, the direction has been, and remains, similar. The body of scholarship here reviewed engages with national policies as filtered and then enacted by successful principals. While ‘effective’ principals lead to students’ success as measured by performance on national tests and examinations, our focus is upon an empirically founded definition of ‘successful’ school leadership that is located in complexity theory and encompasses the enactment of the core purposes of education that include but go beyond the functional. In doing so, it avoids ‘what to do’ formulae and the limitations of certain theoretical ‘leadership’ models, finding that successful school leaders’ work embodies a broader humanistic view of student learning and achievement, which implies the preordinance of the personal over the functional. Taken together, these research insights contribute to the ISSPP’s continued effort to refine and advance the knowledge base of successful school leadership within and across different countries.

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Surviving, thriving and reviving in leadership: The personal and professional development needs of educational leaders

Cited by 13 publications

References 9 publications

Raziskovanje v vzgoji in izobraževanju: učenje in poučevanje na daljavo – izkušnje, problemi, perspektive

Raziskovanje v vzgoji in izobraževanju: učenje in poučevanje na daljavo – izkušnje, problemi, perspektive

Portraits of UK Black and South Asian headteachers five years on: Leadership retention in the age of academization

Lessons from Two Decades of Research about Successful School Leadership in England: A Humanistic Approach

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