The practice of co‐creating leadership in high‐ and low‐performing high schools

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to examine teacher perceptions of the practice of co-creating leadership and its potential impacts on student achievement. Design/methodology/approach -Using a quantitative approach, the study compared the levels of the practice of co-creating leadership dispositional values and institutional conditions that facilitate the practice of co-creating leadership between high-and low-performing high schools. Data was collected using a survey. The respondents were teachers from high-and low-performing high schools. The data were analyzed using descriptive statistics, t-tests, correlations, and regression. Findings -Teachers in high-performing schools scored significantly higher on perceptions of the practice of co-creating leadership dispositional values and the presence of institutional conditions that facilitate the practice. Correlation analyses found positive significant relations between dispositional values and institutional conditions facilitating co-creating leadership. High-performing schools had high correlations. Regression analyses indicated that active listening, deep democracy, and evolving power significantly predicted teachers' perceptions of the impact of dispositional values and organizational conditions on student achievement. Originality/value -The paper offers insights into how co-creating leadership may have potential impact on student achievement.

Mentoring Emerging Leaders: Perspectives of Mentees on Dispositions and Conditions for Leadership Learning

“…As said earlier, other researchers have documented the significance of dispositions and conditions that facilitate learning. Jarrett et al (2010) found that high-performing high schools had a significantly higher prevalence of the practice of co-creating leadership dispositions and the presence of institutional conditions that facilitate student learning. Quinn (1992) found that quality products largely depended on the sharing of tacit knowledge.…”

“…Researchers in these areas have documented the benefits of these constructs. For example Jarrett, Wasonga, and Murphy (2010) documented a higher preponderance of the practice of leadership dispositional values in high-performing high schools. Getzels and Guba (1957) found higher levels of individual fulfilment and performance output when institutions provided favorable work environments.…”

“…Thus, in an ideal mentoring relationship, leadership learning is driven by cointentions, interests, goals, and experiences that reframe “the relationship from knower and not knower to those who want to know” together (Byrne-Jimenez, 2009, p. 1) or what we would call collective engagement. Knowing together involves co-creating, a concept that presumes practice and presence of dispositional values or personal attributes that allow for the interweaving of ideas (Jarrett et al, 2010; Murphy et al, 2004) between mentor and mentee, leader and led. Leadership learning also thrives in a robust environment, pervasive of social interactions where tacit and explicit knowledge are shared, observed, and tried (Estepp et al, 2016; Nonaka & Takeuchi, 1995).…”