Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.5
Journals
Education Sciences
Special Issues
Educational Leadership and Management for Quality: Past, Present and Future
share announcement

Educational Leadership and Management for Quality: Past, Present and Future

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

Deadline for manuscript submissions: closed (31 May 2024) | Viewed by 16447

Special Issue Editors

Dr. Dora Ho

E-Mail Website
Guest Editor
Department of Early Childhood Education, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, Hong Kong SAR, China
Interests: early childhood education; educational leadership and management; education policy; curriculum and pedagogy; teacher professional development
Dr. James Ko

E-Mail Website
Guest Editor
Department of Education Policy and Leadership, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, Hong Kong SAR, China
Interests: educational leadership; educational effectiveness; organisational learning; school improvement; teacher professional development

Special Issue Information

Dear Colleagues,

The terms “leadership” and “management” are sometimes used interchangeably. Many examples in the literature and research suggest that leadership concerns an organisation’s mission, vision, strategy, direction, and transformation. In contrast, management is concerned with implementing a school’s mission, vision, and operation, ensuring the organisation is run effectively and efficiently to achieve its goals. The importance of leadership and management in the processes related to quality education is unceasingly at the centre of discussion. Various conceptual models have been proposed for the study of quality leadership and management in the past few decades. A voluminous body of work in leadership theory, research, and practice continues to grow yearly.

To appreciate the changing nature of quality leadership and management, we must understand the various paradigms that have evolved over the years and the theoretical lenses that have shaped the education landscape. The study of quality leadership and management is more complex and dynamic, associated with the movement of education reforms globally and locally. Many current and emerging societal issues are turning leadership boundaries into frontiers. Right around the corner, the Fourth Industrial Revolution represents a fundamental change in how we live, work, and relate to one another. Education institutions are crucial to managing the possibilities and challenges ahead in the future of striking societal shifts. Quality leadership and management must reflect the demand for lifelong learning to cope with technological changes in artificial intelligence and digitalization.

In this Special Issue, we welcome work from a broad range of international contexts that examine quality leadership and management in all educational stages, from early childhood education to higher education and vocational training. We wish to invite researchers, scholars, and educators to offer either theoretical or empirical original contributions. Articles that employ various disciplines and methodologies are welcomed equally. We would greatly appreciate the work of those who offer new insights into and/or reflections on how quality leadership and management in education is approached within the local contours of social-cultural–historical understandings and provide conceptual, political, and/or practical implications with relevance for the international scholarship in quality leadership and management around the world.

We look forward to receiving your contributions.

Dr. Dora Ho
Dr. James Ko
Guest Editors

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

  • education reform
  • leadership development
  • leadership paradigm
  • organizational learning
  • quality education
  • school improvement

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.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

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

Published Papers (6 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

Jump to: Review

19 pages, 4583 KiB  
Article
Redefining Successful Teaching and Learning in Australia’s Education System
by Zixuan Yang and David Ng
Educ. Sci. 2024, 14(7), 798; https://doi.org/10.3390/educsci14070798 - 22 Jul 2024
Viewed by 1375
Abstract
This paper proposes a redefinition of successful teaching and learning within Australia’s evolving educational system, framed by the context of global economic, societal, and environmental changes. It highlights the interconnectedness of these shifts with the Australian education system and introduces six essential habits [...] Read more.
This paper proposes a redefinition of successful teaching and learning within Australia’s evolving educational system, framed by the context of global economic, societal, and environmental changes. It highlights the interconnectedness of these shifts with the Australian education system and introduces six essential habits of practice that can effectively prepare learners to navigate and shape their futures. To ensure the success of education in Australia, it is critical not only to respond to current challenges but also to equip students with the ability to make contributions to society, the economy, and the environment. The paper emphasises the importance of embedding these six habits into educational practices, which are critical for fostering the necessary skills, knowledge, and values in students. Furthermore, it discusses how the economic, social, and environmental contexts of Australia will demand specific capabilities from individuals, which can be nurtured through targeted educational practices. Full article
(This article belongs to the Special Issue Educational Leadership and Management for Quality: Past, Present and Future)
►▼ Show Figures

Figure 1

15 pages, 792 KiB  
Article
School Leadership and Management in Sindh Pakistan: Examining Headteachers’ Evolving Roles, Contemporary Challenges, and Adaptive Strategies
by Dhani Bux Shah, David Gurr and Lawrie Drysdale
Educ. Sci. 2024, 14(5), 440; https://doi.org/10.3390/educsci14050440 - 23 Apr 2024
Cited by 2 | Viewed by 3650
Abstract
This research investigates headteachers’ leadership and management roles and challenges in leading government secondary schools in Sindh, Pakistan. Employing a qualitative hermeneutic phenomenology methodology, forty semi-structured interviews were conducted with twenty headteachers. The thematic analysis of the data explored that headteachers were performing [...] Read more.
This research investigates headteachers’ leadership and management roles and challenges in leading government secondary schools in Sindh, Pakistan. Employing a qualitative hermeneutic phenomenology methodology, forty semi-structured interviews were conducted with twenty headteachers. The thematic analysis of the data explored that headteachers were performing several academic and administrative-focused responsibilities, although their involvement was more administrative than academic and entailed more management than leadership. However, headteachers faced enormous challenges in leading and managing their schools. Some critical challenges were a lack of basics in terms of clean water, reliable electricity, and sufficient school furniture. Others included a lack of funds, a shortage of teachers, managing professionally weak teachers, teacher union issues and a lack of authority. Nevertheless, some headteachers were making admirable efforts to address these challenges. This research may open a window to understanding the roles and challenges of headteachers and inform policymakers of how-to better support headteachers in leading their schools successfully in the 21st century. Full article
(This article belongs to the Special Issue Educational Leadership and Management for Quality: Past, Present and Future)
►▼ Show Figures

Figure 1

21 pages, 4299 KiB  
Article
School Reform: New Future-Ready Quality Outcomes and Proposed Measures
by David Ng and Daryl Ku
Educ. Sci. 2023, 13(12), 1246; https://doi.org/10.3390/educsci13121246 - 17 Dec 2023
Cited by 3 | Viewed by 2093
Abstract
As we increasingly emphasise the importance of developing future-ready outcomes for learners, we will need to also expand new capabilities to measure such outcomes. AI, big data, and analytics are examples of such new capabilities. Ideation is one of six habits of practice [...] Read more.
As we increasingly emphasise the importance of developing future-ready outcomes for learners, we will need to also expand new capabilities to measure such outcomes. AI, big data, and analytics are examples of such new capabilities. Ideation is one of six habits of practice we have identified that will prepare students for the future. In this paper, we present a means to computationally appraise ideation quality as one such capability. We have developed a heuristic to appraise the ideation quality of university student essays using natural language processing, a branch of artificial intelligence concerned with the understanding of human languages. Our heuristic allows for ideation quality to be quickly quantified in the form of an ideation score. So, instead of going about the process blindly, we now have a means to provide a point of reference to allow students to give measured consideration to their ideation. Unlike a learning outcome, a future-ready habit is more of a predisposition. Consequently, it is not coherent with conventional assessments, which rather seek to evaluate than to guide. This heuristic represents an outcome of our evaluation of a new problem space in education and is, at the same time, a novel expansion into a space that exploits new capabilities. Full article
(This article belongs to the Special Issue Educational Leadership and Management for Quality: Past, Present and Future)
►▼ Show Figures

Figure 1

14 pages, 532 KiB  
Article
Professional Learning Communities in Chinese Preschools: Challenging Western Frameworks
by Alfredo Bautista, Rongrong Xu, Fangmei Cen and Weipeng Yang
Educ. Sci. 2023, 13(10), 1055; https://doi.org/10.3390/educsci13101055 - 20 Oct 2023
Cited by 3 | Viewed by 2595
Abstract
In the education field, professional learning communities (PLCs) are regarded as an effective method for fostering professional development for teachers, enhancing student learning and achievement, and promoting school reform. Quality leadership and management are understood to be essential for schools to become effective [...] Read more.
In the education field, professional learning communities (PLCs) are regarded as an effective method for fostering professional development for teachers, enhancing student learning and achievement, and promoting school reform. Quality leadership and management are understood to be essential for schools to become effective PLCs. Mainly proposed by Western scholars, existing PLC frameworks explicitly or implicitly assume that PLCs should be initiated and led by teachers themselves, following a bottom-up approach. The goal of this conceptual overview paper is to challenge certain taken-for-granted core principles of Western PLC frameworks by analyzing the current approach to PLCs adopted by preschools in mainland China, which follow a top-down leadership and management approach. We review multiple research streams, including policy frameworks and regulations, as well as the most relevant conceptual, theoretical, and empirical studies published in recent years. After reviewing China’s core socio-cultural traditional values, we describe the recent policies that have mandated the establishment and implementation of PLCs in Chinese preschools. We then review several recent studies that demonstrate that, despite profound differences to Western frameworks, PLCs in Chinese preschools are effective in benefitting teachers and highly regarded by the relevant stakeholders. The literature shows that Chinese preschools enact culturally situated versions of PLCs, characterized by some standard PLC principles (e.g., shared vision, collaboration, and collective responsibility) alongside features that resonate with Confucian values (e.g., strong hierarchical structure, guidance of external experts, internal leadership support, and greater emphasis on ecological support rather than personal agency and autonomy). We conclude that Chinese preschools merit international attention, as their approach to leadership and management allow us to reconsider certain core principles of Western PLC frameworks. Future directions for PLC policy and practice are suggested. Full article
(This article belongs to the Special Issue Educational Leadership and Management for Quality: Past, Present and Future)
21 pages, 325 KiB  
Article
What Matters in Leadership Practices among Estonian Upper Secondary School Principals?
by Kaisa Tamkivi and Eve Eisenschmidt
Educ. Sci. 2023, 13(9), 925; https://doi.org/10.3390/educsci13090925 - 11 Sep 2023
Viewed by 1414
Abstract
High standards are required to succeed in the state upper secondary school system and many challenges have to be met. School principals with their leadership experience and practices are key actors to ensure the achievement of these goals. The study aims to find [...] Read more.
High standards are required to succeed in the state upper secondary school system and many challenges have to be met. School principals with their leadership experience and practices are key actors to ensure the achievement of these goals. The study aims to find out Estonian state- operated upper secondary school principals’ understandings of their leadership practices and supporting factors of their work. The data were collected with semi-structured interviews with eight school leaders. They were analysed with directed content analysis and leadership practices were analysed in four dimensions: setting directions; building relationships and developing people; developing the organisation to support desired practices; improving instructional programmes. An inductive approach was used to analyse data to explore the supporting factors. The findings showed that principals followed all dimensions of successful leadership practices. An important dimension appeared to be building relationships with students and teachers. The main concern in their work regarding school improvement challenges was teachers’ workload. Principals saw the strength in having trustworthy and supporting relationships with the operator and being part of the state upper secondary school network. It would be recommended to systematically assess and develop the leadership competencies of school leaders along the dimensions of successful leadership and to closely address the professionalism and support of the school operator, because it was identified by school leaders as an important factor influencing their work. Full article
(This article belongs to the Special Issue Educational Leadership and Management for Quality: Past, Present and Future)

Review

Jump to: Research

32 pages, 6941 KiB  
Review
The Intellectual Evolution of Educational Leadership Research: A Combined Bibliometric and Thematic Analysis Using SciMAT
by Turgut Karakose, Kenneth Leithwood and Tijen Tülübaş
Educ. Sci. 2024, 14(4), 429; https://doi.org/10.3390/educsci14040429 - 19 Apr 2024
Cited by 2 | Viewed by 3701
Abstract
This study aims to describe the century-long trajectory of educational leadership research (ELR), including changes over time in its main and subsidiary themes, as well as its most influential authors, papers, and journals. The study combines the bibliometric performance and science mapping analysis [...] Read more.
This study aims to describe the century-long trajectory of educational leadership research (ELR), including changes over time in its main and subsidiary themes, as well as its most influential authors, papers, and journals. The study combines the bibliometric performance and science mapping analysis of 7282 articles retrieved from the Scopus and WoS databases. SciMAT software (version 1.1.04) was used to analyze changes over four sequential time periods and to exhibit the thematic evolution of the field—Period 1 (1907 to 2004), Period 2 (2005 to 2012), Period 3 (2013 to 2019), and Period 4 (2020–2023). Research during Period 1 focused on principals and included efforts to distinguish between their administrative functions and forms of ‘strong’ leadership contributing to school improvement. Period 2 included research aimed at understanding what strong principal leadership entailed, including the development and testing of more coherent models of such leadership. While instructional and transformational leadership models were prominent during Periods 1 and 2, Period 3 research invested heavily in conceptions of leadership distribution. Early research about ‘social justice leadership’ appeared during this period and eventually flourished during Period 4. While principals were an active focus through all Periods, the leadership of others gradually dominated ELR and accounted for the broader leadership theme found in all four periods. The results point to the evolutionary nature of ELR development, which eventually produced a relatively robust knowledge base. Experiences with the COVID-19 pandemic suggest that crises such as this might prompt more revolutionary orientations in the ELR field. Full article
(This article belongs to the Special Issue Educational Leadership and Management for Quality: Past, Present and Future)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-6
Back to TopTop