IEJLL: International Electronic Journal for Leadership in Learning
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Mexican Parents’ and Teachers’ Views of Effective Elementary Schools, 11(11)
No full textWe surveyed 374 parents and 82 teachers in the Juarez, Mexico schools regarding their views of what makes an effective elementary school. The survey was a Spanish translation of an instrument used by Johnson (1998). Although both parents and teachers supported most of the factors associated with effective schools, they emphasized different aspects of a quality education. Parents stressed involvement in the schools and students engagement in learning basic skills. Parents also rejected socioeconomic status as a causal factor in school success. Teachers stressed the personal development of students as well as involvement in learning basic skills, and placed much greater emphasis on teacher salaries
Restructuring vocational education and training provision in Australia: Exploring the impact on teachers\u27 work, 11(21)
No full textThe vocational education and training (VET) sector in Australia has undergone a prolonged period of substantial and significant restructuring. Reforms have been driven by a pressure to increase market forces within the system, and to gear \u27outputs\u27 ever more closely to economic considerations and the needs of industry. This paper outlines the key elements of VET reform and links these developments to the ideological dominance of market based policy in the public sector, and the influence of human capital theory on education policy. The paper explores the impact of these reforms on teachers\u27 labor process, and some implications for the Australian Education Union
Remodeling Headteachers in England: Is it the end of educational leadership?, 11(14)
No full textWe examine the contemporary relationship between headship and leadership in England. This speaks to the current globalizing agenda promoting generic leadership within a modernizing agenda of restructuring and re-culturing in public education. Thinking based on several research studies is used to stimulate perspectives on a range of complex tensions between: first, labeling and the realities of work; second, training/credentialing as a leader; third, public accountability and the professional ethic of distributed leadership; and, fourth, centralized reforms and the realities of context. We construct an argument that the labeling of Headteachers as managing directors, chief executives, and more recently as school leaders, combined with training and a requirement to implement reforms, is central to a form of modernization that is reworking professionality as generic and business orientated. This current phase of reform is revealed as a centralized remodeling drive toward de-regulating qualified teacher status as a credential for school leaders. An educative ethic is identified as a counter-weight value-system providing evidence of lost stories and testimony to the relationship between professionality, leadership as a pedagogic process, and learning
Connecting Educational Leadership with Multi-Leval Assessment Reform, 11(12)
No full textRenewed calls for greater accountability within schools have led to a rapid expansion of standards-based reforms across the Western world. Establishing and raising standards, and measuring the attainment of those standards, are intended to encourage excellence in our schools. Yet concern is increasing about the fairness of external testing and the undue pressure it places on students and teachers. This paper discusses the impact of recent standards-based reforms and proposes a framework to connect educational leadership with timely assessment reforms at the provincial/state governance, university, district, and school level. The proposed multi-level reforms are grounded in the belief that coherent, well integrated assessment policies are essential for promoting improved teaching practice and student learning
The Swedish Principal: Leadership Style, Decision-Making Style, and Motivation Profile, 11(8)
No full textStaff well-being: negotiating new organizational realities in schools facing challenging circumstances, 11(17)
No full textThe extensive literature on workplace stress, its causes, and the consequences for human health and organizational effectiveness, is being complemented by a growing, alternative emphasis on employees\u27 well-being. However, in education (where well-being is particularly at risk) sustained examples of positive organizational approaches, rather than individuals\u27 stress management, are rare. This article seeks to demonstrate the importance of well-being as a tough-minded concept. Secondly, it presents new findings from research in two schools facing challenging circumstances, which are committed to long-term Well-Being Programmes. The findings accord with inter-disciplinary well-being theory, and offer new commentary on the association between well-being, the management of feeling, and informal learning in the workplace. The research indicates the importance of cognitive attitudes such as non-judgmental openness in schools facing challenging circumstances. Some implications are suggested for educational leadership, for the role of unions, and for further research
The Korean Teachers and Educational Workers Union: Collective Rights as the Agency of Social Change, 11(23)
No full textThis article presents a discussion of the development of Jeongyojo or the Korean Teachers and Educational Workers Union from its emergence as a social movement in the late 1980s to its current status and prominent campaigns. The article identifies certain aspects of South Korean history and culture that have shaped the distinctive identity of this teachers union. The article recognizes that, despite legalization some years ago, the Korean Teachers Union continues to engage in controversial campaigns that frequently cause conflicts with the Ministry of Education in South Korea. The article points towards the set of principles of True Education (Chamgyoyook) that provide the guiding framework for the union\u27s activities at home and internationally
A Personal Services Paradigm of Teacher Induction, 11(6)
No full textThere is an eclectic and often inconsistent approach to delivering teacher induction programs across North America. Successful induction programs facilitate a transition between beginning teacher learning from their preservice education to the inherent responsibilities of being a classroom teacher and are intended to improve the quality of teaching to improve student learning. Yet there is a disquieting irregularity with induction programs that are driven to in-service new teachers to promulgate school and board protocol. This article argues that beginning teachers not be considered the objects of induction practices, but the catalysts of their own professional development and proposes that teacher induction practices be less inclined to in-service new teachers and instead be more concerned with creating and sustaining environments that personally service professional growth. A personal service approach to induction affords beginning teachers the opportunity to engage in reciprocal relationships, determine their own professional development, and foster their leadership capacity
