Session Information
26 SES 05 B, Successful and Effective School Leadership: International Perspectives (Part 2)
Round table continues from 26 SES 04 B
Contribution
This Round Table seeks to identify the characteristics, behaviours and practices of successful and effective school leaders through the adoption of a systemic view of the quality of school organizations. Similarities and differences between successful and effective school leaders and across various socioeconomic contexts are also addressed. The final purpose (in an applied sense) is to inform the preparation and further development provided to school leaders in an era where educational administration, universities (work based learning programs), and transnational players (such as the OECD) are increasingly interested in the leadership of schools and other educational institutions.
Thus, the Round Table will examine the development of successful and effective school leadership through various theoretical frameworks, drawing primarily from various regions from around the world (Africa, Asia, the Caribbean, the Americas, Europe, etc.). A holistic perspective will be chosen in order to provide a more inclusive view of success and effectiveness for the various parts of the world, utilizing concrete examples of everyday practices in order to illustrate in a rather applied way how successful and effective school leaders operate in this region of the world. In addition to providing a critical review of empirical and conceptual literature on this topic from a regional perspective, the Round Table will identify gaps in the literature as well as directions for future scholarship as well as conceptual dilemmas facing the identification of successful and effective school leadership issues that have emerged.
These varied perspectives together will provide a map of the history, advancement and current issues in our efforts to understand the impact of successful and effective school leadership. In the last several years, an increasing number of empirical studies have been conducted especially on the direct and indirect effects of leadership on student achievement. Stemming from the above, this Round Table will critically review the research to date and consider the evaluation models currently in operation or evolving. It will explore how far the models are relevant to contexts in different parts of the world and suggest where further research may be needed to refine or add to existing methods. This Round Table, in line with the ECER theme, will not only review the pertinent literature but the contested nature of student outcomes, for example, the various ways student outcomes are defined and measured, including achievement test scores, well-being, and citizenship.
This Round Table will consist of two parts as follows: an introductory short presentation, followed by presentations in round table formats and a facilitated discussion engaging conference participants in a dialogue of the global and local issues about successful and effective educational leadership. The authors can be at the tables and the audience can rotate every 20 minutes to a different table. Toward the end, the organizers will offer a reflection of what was presented and discussed in the Round Table as well as offer thoughts and ideas regarding possibilities and challenges looking ahead.
We will divide the country/regions in four tables, as follows:
Africa
Australia
Europe
References
Brauckmann, S., & Pashiardis, P. (2011). A Validation Study of the Leadership Styles of a Holistic Leadership Theoretical Framework. International Journal of Educational Management, 25 (1), 11-32. Day, C., Jacobson, S., & Johansson, O. (2011). Leading organisational learning and capacity building. In U.S. and cross-national policies practices and preparation: Implications for successful instructional leadership, organizational learning, and culturally responsive practices. (pp. 29-49). R. Ylimaki & S. Jacobson (Eds.) Dordrecht, The Netherlands: Springer-Kluwer. Gurr, D., Drysdale, L., Ylimaki, R. & Jacobson, S. (2011). Preparation for sustainable leadership. In How school principals sustain success over time: International perspectives. (pp. 183-197). L. Moos, O. Johansson, & C. Day (Eds.) Dordrecht, The Netherlands: Springer Kluwer. Johansson, O. & Day, C. (2009): Leadership with a difference in schools serving disadvantaged communities: Arenas for success. In K. Tirri (ed.) Educating Moral Sensibilities in Urban Schools. SENSE publishers. Moos, L. Johansson, O. & Day, C. (eds.) (2011): How School Principals Sustain Success over Time. International Perspectives. Dordrecht, Springer. Pashiardis, P. and Brauckmann, S. (2014). Leadership Styles and School Climate Variables of the Pashiardis-Brauckmann Holistic Leadership Framework: An Intimate Relationship? In Pashiardis, P. (Ed.), Modeling School Leadership Across Europe: In Search of New Frontiers (pp. 89-106). Dordrecht, Heidelberg, New York, London: Springer. Pashiardi, G. and Pashiardis, P. (2012). Teacher Education in Cyprus: Issues of the Past, Present and Future. In K. G. Karras & C. C. Wolhuter. (Eds.) Teacher Education In the 21st Century: Current Trends and Challenges in Teacher Education Systems in 90 Countries, (pp. 90-99). Athens, Greece: Ellin Publishing House. (in Greek). Pashiardis, P. and Savvides, V. (2014). Cyprus: Trust in Leadership-Keeping promises. In Day, C. & Gurr, D. (Eds), Leading Schools Successfully: Stories from the field (pp. 129-139). London: Routledge.
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