Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
5.5
2.6
Journals
Education Sciences
Special Issues
Enhancing Educational Leadership and Management for Effective Education Policy Implementation
share announcement

Enhancing Educational Leadership and Management for Effective Education Policy Implementation

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

Deadline for manuscript submissions: closed (30 April 2025) | Viewed by 4816

Special Issue Editor

Dr. Estela Costa

E-Mail Website
Guest Editor
Institute of Education, University of Lisboa. Alameda da Universidade, 1649-013 Lisboa, Portugal
Interests: educational governance; educational policy; educational leadership; school management; evaluation of schools; ILSA; PISA; accountability; school inspection; innovation in education; school improvement; equity in education

Special Issue Information

Dear Colleagues,

The Special Issue seeks research contributions that address the intersection between educational leadership and policy implementation, intending to significantly deepening our understanding in this area of study.

Research shows that leaders' actions are influenced by their social and political environment, as well as their knowledge, personal experiences, values, beliefs, and networks. Educational leaders, such as school principals, coordinators, and teachers, face numerous challenges in implementing school-specific improvement projects and public policies. They encounter internal pressures, such as differing opinions on the curriculum and assessment, and external, including inspections, family expectations and exams.

This Special Issue aims to capture how educational leaders interpret, translate, and implement policies. Various leadership approaches, such as those that are transformational, instructional, shared, and distributed, are welcome, along with different conceptual frameworks (e.g., policy enactment perspectives, institutional theory, cognitive and normative perspectives, socio-cognitive approaches, change theory).

The focus is on the relationship between leadership and policy enactment, and empirical papers addressing key issues are sought. These may include exploring how subjective variables influence educational leaders when implementing policies, the crucial management activities for policy enactment, leadership contribution to professional learning networks, how leaders use data for school improvement projects, the impact of specific leadership styles and processes on policy enactment, and how educational leaders interpret and translate policy interventions into practice.

By shedding light on the role of educational leaders in implementing various policies and programs, such as accountability policies, curriculum development, assessment practices, inclusion initiatives and digital education, this Special Issue will provide a comprehensive overview of how educational leadership unfolds when interpreting policies to put them into practice.

Dr. Estela Costa
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

  • educational leadership
  • educational management
  • educational policy

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

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

Published Papers (5 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

18 pages, 220 KiB  
Article
Which Standards to Follow? The Plurality of Conventions of French Principals Within the School Organization
by Romuald Normand
Educ. Sci. 2025, 15(8), 998; https://doi.org/10.3390/educsci15080998 - 5 Aug 2025
Viewed by 63
Abstract
This study examines the moral agency of French secondary school headteachers through the lens of the theory of conventions. Using qualitative data from interviews with fifteen headteachers involved in professional development, this study explores how these leaders justify their practices within a centralized, [...] Read more.
This study examines the moral agency of French secondary school headteachers through the lens of the theory of conventions. Using qualitative data from interviews with fifteen headteachers involved in professional development, this study explores how these leaders justify their practices within a centralized, bureaucratic, and hierarchical education system. It identifies a variety of conventions—civic, domestic, industrial, project, market, inspired, and fame—that headteachers draw on to navigate institutional constraints, manage professional relationships, and foster pedagogical and organizational change. Particular attention is given to how civic and domestic conventions shape leadership discourse and practices, especially regarding trust building, decision making, and reform implementation. We also compare the French context with international examples from the International Successful School Principalship Project (ISSPP), focusing on Nordic countries, where leadership emphasizes democratic participation, professional trust, and shared responsibility. This study underscores the uniqueness of the French leadership model, which resists managerial and market logics while remaining rooted in republican and egalitarian ideals. It concludes by advocating for a more context-aware, ethically grounded, and dialogical approach to school leadership. Full article
(This article belongs to the Special Issue Enhancing Educational Leadership and Management for Effective Education Policy Implementation)
23 pages, 1403 KiB  
Article
Stakeholder Insights and Presidential Capital: Leadership Turnover and Its Impact on Higher Education
by Trina Fletcher, Ahlam Alharbi and Lesia Crumpton-Young
Educ. Sci. 2025, 15(7), 876; https://doi.org/10.3390/educsci15070876 - 9 Jul 2025
Viewed by 329
Abstract
Historically Black colleges and universities (HBCUs) in the United States have been experiencing a leadership turnover crisis, with 23 president and chancellor changes announced in 2022 and 41 in 2023. A survey of HBCU stakeholders at the 2023 White House Initiative on HBCUs [...] Read more.
Historically Black colleges and universities (HBCUs) in the United States have been experiencing a leadership turnover crisis, with 23 president and chancellor changes announced in 2022 and 41 in 2023. A survey of HBCU stakeholders at the 2023 White House Initiative on HBCUs was conducted to identify high-impact areas linked to this turnover, focusing on areas critical to the advancement and sustainment of HBCUs through the eyes of HBCU stakeholders. Additionally, it attempted to understand how campus dynamics and challenges can impact leaders using capital theory. The survey identified internal and external challenges, including engagement, morale, support, and retention across various stakeholders, suggesting that the turnover crisis needs to be viewed from the perspective of leaders’ turnover rather than leadership turnover. It was concluded that leaders’ forms of capital are compromised by misaligned campus dynamics, negatively impacting morale and engagement, leading to distrust, lack of support, pushback, and attrition. Therefore, leaders’ capitals can be depleted, leading to frustration, burnout, and ultimately voluntary resignation. The findings are crucial for institutions and leaders to understand and, most importantly, mitigate the impact of leader turnover on institutions, which demand stability. Full article
(This article belongs to the Special Issue Enhancing Educational Leadership and Management for Effective Education Policy Implementation)
►▼ Show Figures

Figure 1

19 pages, 290 KiB  
Article
The Possibilities and Impossibilities of Transformative Leadership: An Autoethnographic Study of Demographic Data Policy Enactment in Ontario
by Allison Segeren
Educ. Sci. 2025, 15(6), 752; https://doi.org/10.3390/educsci15060752 - 14 Jun 2025
Viewed by 463
Abstract
Policy discourses of equity, diversity, and inclusion (EDI) have influenced Ontario’s K-12 education system for decades. Recently, EDI education policies have mandated that district school boards collect demographic data from students and staff. The purpose of this research is to examine the enactment [...] Read more.
Policy discourses of equity, diversity, and inclusion (EDI) have influenced Ontario’s K-12 education system for decades. Recently, EDI education policies have mandated that district school boards collect demographic data from students and staff. The purpose of this research is to examine the enactment of demographic data collection policies in one Ontario school district through an exploration of the policy enactment activities of the research leader who was responsible for demographic data collection projects. Drawing on theories of policy enactment and transformative leadership, this research interrogates how provincially mandated demographic data collection policies are translated in local contexts and shape policy responses and practices. This research employs an autoethnographic methodology to illuminate the diverse policy positions and policy work of the research leader. The narrative of policy enactment is one that includes complexity and contradiction in terms of the enactment and outcomes of demographic data collection policy. Ultimately, conflicting organizational cultures, hierarchies, and limited material resources all served to constrain the enactment of demographic data collection projects in ways that would support transformative, anti-racist outcomes. Full article
(This article belongs to the Special Issue Enhancing Educational Leadership and Management for Effective Education Policy Implementation)
19 pages, 586 KiB  
Article
Leadership for Student Participation in Data-Use Professional Learning Communities
by Hilde Forfang, Cindy Louise Poortman, Mette Marit Jenssen and Kim Schildkamp
Educ. Sci. 2025, 15(5), 548; https://doi.org/10.3390/educsci15050548 - 29 Apr 2025
Viewed by 1280
Abstract
Student participation in educational decision making, for example, through data-informed decision making, can have a positive effect on student well-being, engagement, and performance. Teachers play a crucial role in student participation, and leadership is a main factor influencing teacher professional development, which can [...] Read more.
Student participation in educational decision making, for example, through data-informed decision making, can have a positive effect on student well-being, engagement, and performance. Teachers play a crucial role in student participation, and leadership is a main factor influencing teacher professional development, which can lead to improved experiences and outcomes for students. In this study, we aimed to combine the benefits associated with data-informed decision making with those associated with Professional Learning Communities. Moreover, we included students as PLC participants. This study therefore focuses on the question how school leaders can support teachers in connection with student participation in data-use PLCs. Based on previous research, we used leadership core functions needed for successful PLCs to describe school leaders’ roles in an approach to student participation that combines the pedagogical analysis model and Shier’s model for student participation. School leaders and teachers from five schools participating in the previous study were interviewed to describe school leaders’ roles. The findings show what concrete school leader activities can support teachers in connection with student participation in data-use PLCs and what implications this has for practice, policy, and further research. Full article
(This article belongs to the Special Issue Enhancing Educational Leadership and Management for Effective Education Policy Implementation)
►▼ Show Figures

Figure 1

18 pages, 243 KiB  
Article
Enacting Fairly or Fearfully? Unpacking the Enactment of Critical Thinking Policies in Chinese Senior High Schools
by Yan Xie, Maree Davies and Joanna Smith
Educ. Sci. 2024, 14(11), 1157; https://doi.org/10.3390/educsci14111157 - 25 Oct 2024
Cited by 1 | Viewed by 1555
Abstract
This study explores the enactment of critical thinking policies in Chinese senior high schools through the lens of Ball et al.’s policy enactment theory and within the broader context of Chinese education reform aimed at enhancing students’ thinking abilities. Employing a case study [...] Read more.
This study explores the enactment of critical thinking policies in Chinese senior high schools through the lens of Ball et al.’s policy enactment theory and within the broader context of Chinese education reform aimed at enhancing students’ thinking abilities. Employing a case study methodology with diverse data types, the research assessed current school-level practices and the effectiveness of Ball et al.’s framework in capturing interactions among objective contexts, policy actors, and cultural artefacts. Findings indicate that the framework captures these complexities when the policy is actively enacted. In one school, a systematic enactment mechanism facilitated diverse policy roles and external connections, thereby promoting schoolwide critical thinking development; however, another school exhibited fragmented practices due to the lack of key policy roles, despite students’ interest in deeper engagement. Challenges were also identified, including deficiencies in the mid-level education bureau and conflicts between a collective-oriented educational paradigm and the promotion of independent thinking. The study unravelled the nuances of the enactment of critical thinking policies in Chinese senior high schools. Future research could test the framework’s applicability for guiding the construction of policy mechanisms across different settings. Full article
(This article belongs to the Special Issue Enhancing Educational Leadership and Management for Effective Education Policy Implementation)
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-5
Back to TopTop