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Education Sciences
Special Issues
School Leadership and School Improvement
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School Leadership and School Improvement

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 October 2024) | Viewed by 7423

Special Issue Editor

Prof. Dr. Liz Hollingworth

E-Mail Website
Guest Editor
College of Education, University of Iowa, Iowa City, IA 52242, USA
Interests: school leadership; school reform; program evaluation

Special Issue Information

Dear Colleagues,

Those of us who study educational leadership know that without effective leaders at the helm, school improvement endeavors are bound to fail.

To address this issue, I am excited to announce the upcoming Special Issue of Education Sciences. This edition will delve into the latest theories, practices, and research pertaining to the role of school leaders in driving forward school improvement programs. We invite articles that introduce innovative ideas, propose future research directions, or explore the optimal methods for preparing building and district leaders to effectively lead school improvement initiatives. All methodological approaches are welcome, as well as a range of theoretical perspectives: for example, the improvement of science and program evaluation. In addition, examples from various countries around the world will be critical for understanding what works across different contexts.

As the Guest Editor of this Special Issue, I am eager to receive contributions that shed light on the importance of leadership in the context of educational improvement. By fostering a deep understanding of this critical aspect, we can pave the way for meaningful progress in our schools.

I look forward to receiving your valuable submissions and witnessing the collective wisdom of our esteemed colleagues in this field. Together, let us work towards empowering our leaders and fostering successful school improvement initiatives.

Warm regards,

Prof. Dr. Liz Hollingworth
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • school leadership
  • school reform
  • improvement science
  • program evaluation

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (4 papers)

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Research

24 pages, 645 KiB  
Article
Framework for Implementing Improvement Science in a School District to Support Institutionalized Improvement
by Erin Anderson, Katheleen M. W. Cunningham and Jayson W. Richardson
Educ. Sci. 2024, 14(7), 770; https://doi.org/10.3390/educsci14070770 - 16 Jul 2024
Viewed by 1647
Abstract
This paper presents a framework for implementing improvement science in a district or educational organization. Findings from interviews with 17 experienced educational improvers indicate critical elements for a school district to effectively support and build the capacity of individuals and teams situated at [...] Read more.
This paper presents a framework for implementing improvement science in a district or educational organization. Findings from interviews with 17 experienced educational improvers indicate critical elements for a school district to effectively support and build the capacity of individuals and teams situated at multiple levels in the district in organizing, implementing, and sustaining improvement science methods. Utilizing a systems-thinking approach, this study conceptualizes how to institutionalize improvement science across an educational organization. To institutionalize the use of improvement science, district leaders must center schools and integrate the work in existing structures, offer support, and create coaching, growth management, and knowledge management plans. Full article
(This article belongs to the Special Issue School Leadership and School Improvement)
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16 pages, 769 KiB  
Article
Teacher Leadership, Wellbeing, and Intent to Leave in US Rural Schools: Evidence from the 2020–21 National Teacher and Principal Survey
by Jordan Engle, Jiangang Xia and Sam J. Butler
Educ. Sci. 2024, 14(7), 758; https://doi.org/10.3390/educsci14070758 - 11 Jul 2024
Viewed by 1705
Abstract
Leadership in rural schools is well studied. However, few studies have investigated how teacher leadership influences rural teacher job satisfaction, burnout, and attrition. This study aimed to fill the research gap by analyzing data from the 2020–21 National Teacher and Principal Survey (NTPS), [...] Read more.
Leadership in rural schools is well studied. However, few studies have investigated how teacher leadership influences rural teacher job satisfaction, burnout, and attrition. This study aimed to fill the research gap by analyzing data from the 2020–21 National Teacher and Principal Survey (NTPS), focusing on U.S. rural teachers. Using a sample of approximately 8910 rural teachers selected through a two-stage sampling process, this research examines the associations between teacher leadership, teacher wellbeing, and their intent to leave. The survey, administered by the National Center for Educational Statistics (NCES), included measures of teacher leadership (instructional and non-instructional), job satisfaction, burnout, and intent to leave. The authors found that (a) rural teachers with higher levels of teacher leadership reported higher levels of job satisfaction and lower levels of burnout, (b) rural teachers with higher levels of job satisfaction or lower levels of burnout are less likely to leave or move, and (c) instructional and particularly non-instructional teacher leadership are indirectly linked to teacher intent to leave or move through job satisfaction and burnout. The discussions, conclusions, and implications for school policy and school leadership are presented. Full article
(This article belongs to the Special Issue School Leadership and School Improvement)
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22 pages, 1222 KiB  
Article
Effects of the “High Impact Leadership for School Renewal” Project on Principal Leadership, School Leadership, and Student Achievement
by Xin Ma, Jianping Shen, Patricia L. Reeves, Huang Wu, LaSonja Roberts, Yunzheng Zheng and Qianqian Chen
Educ. Sci. 2024, 14(6), 600; https://doi.org/10.3390/educsci14060600 - 3 Jun 2024
Cited by 2 | Viewed by 1171
Abstract
In this study, we designed an educational experiment to evaluate the High Impact Leadership for School Renewal project’s impact on principal leadership, school leadership, and student achievement. Principals in the experimental group reported statistically significantly greater improvement in principal leadership than their counterparts [...] Read more.
In this study, we designed an educational experiment to evaluate the High Impact Leadership for School Renewal project’s impact on principal leadership, school leadership, and student achievement. Principals in the experimental group reported statistically significantly greater improvement in principal leadership than their counterparts in the control group (Hedge’s g of 0.73), but teachers in the experimental and control groups showed no difference in their ratings of principal leadership. Teachers in the experimental group reported statistically significantly more improvement in school leadership than their counterparts in the control group (Hedge’s g of 0.53 on the scale of Orientation to School Renewal and 0.58 on the scale of Learning-Centered School Leadership), but principals in the two groups reported no difference in the growth in school leadership. Schools in the experimental group showed statistically significantly larger annual growth in English language arts proficiency rate (2.05 percentage points more annually). The implications of the findings were discussed in the context of leadership development programs for school improvement. Full article
(This article belongs to the Special Issue School Leadership and School Improvement)
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15 pages, 396 KiB  
Article
District Office Leadership Supporting Site-Level Teacher Collaborative Teams
by Robert H. Voelkel, Jr., Christie W. Johnson and Fiaz Nadeem
Educ. Sci. 2023, 13(11), 1092; https://doi.org/10.3390/educsci13111092 - 28 Oct 2023
Viewed by 1605
Abstract
Previous researchers examining professional learning communities (PLCs) claim that effective building-level PLCs improve teacher collaboration and student achievement. However, the role of district office leadership in supporting the success of site-level PLC teams is presently underexplored. Using an online survey, we investigated the [...] Read more.
Previous researchers examining professional learning communities (PLCs) claim that effective building-level PLCs improve teacher collaboration and student achievement. However, the role of district office leadership in supporting the success of site-level PLC teams is presently underexplored. Using an online survey, we investigated the claim that district office support enhances the success of site-level PLCs. Quantitative data were collected from 596 participants employed at 21 schools within 16 school districts in the north Texas region. Findings derived from correlation and structural equation modeling analyses revealed a significant direct effect of district office leadership support on successful PLC team implementation, suggesting that district leaders play an active role in the districtwide implementation of PLCs. Full article
(This article belongs to the Special Issue School Leadership and School Improvement)
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