Educational Leadership and Organizational Culture in Education
A special issue of Societies (ISSN 2075-4698).
Deadline for manuscript submissions: closed (20 November 2023) | Viewed by 67353
Special Issue Editors
Interests: leadership; organizational culture; toxic leadership; workplace bullying; relationships and sexuality education (RSE); social personal and health education (SPHE); lifeskills
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
Leadership and leader behaviours are among the most studied fields in management literature, with numerous studies exploring areas such as specific traits, behaviours, and leadership styles that lead towards successful leadership and positive follower outcomes and/or the adverse effects that emerge from darker leadership styles (Tepper, 2007; Schmidt, 2008).
The importance of educational leadership has recently gained more considered focus in global research and policy development. Indeed, growing recognition of the importance of teacher leadership and its intersection with school improvement and educational development (Harris and Jones, 2019) is evident in the growing body of literature. In this respect, recent decades have yielded greater understanding of leadership models and their implementation. We have also gained increased understanding of the implications for educator (including teacher) agency and educational development across the continuum of positive leadership and also across what has recently been described in the literature as the dark side of leadership.
From a broader perspective, leadership and organisational culture generally have a positive and reciprocal dynamic. While leaders shape organisational climate through their impact on followers, they are also subjects of it, consciously and subconsciously following cultural influence and crystallising its formation. The intersection between models and approaches to leadership and their influence on the dynamic processes of culture are embedded in the organisation’s structures, rules, and norms (Schein 2010, p. 1) and become manifest in leadership decisions, interactions, and interpersonal dynamics that are played out daily in the workplace.
This Special Issue aims to explore the interactive relationships between educational leadership and organisational culture. To this end, we are interested in receiving papers on models of leadership and the various ways in which culture can enhance leadership. Papers are welcome that examine how cultures are shaped by and/or inform leadership practices. Papers that explore the positive and dark sides of these interrelations, the challenges presented by their complexity, and their potential impact on diverse social systems in the organisation and beyond are also welcome. We encourage papers focusing on the impact of organisational culture and climate on leadership.
Papers that explore various forms of shared and distributed leadership, educator agency, and practices that foster leadership capacity building in all types of educational settings across the continuum, from preschool to higher education, are welcome.
Contributions have to follow one of the three categories (article/review/conceptual paper) of papers for the journal and address the topic of the Special Issue. Please read details at: https://www.mdpi.com/journal/societies/instructions.
We look forward to receiving your contributions.
Bibliography
Harris, A.; Jones, M. Teacher Leadership and Educational Change; Taylor & Francis: 2019.
Schein, E.H. Organisational Culture and Leadership; John Wiley & Sons: 2010; Volume 2.
Schmidt, A.A. Development and Validation of the Toxic Leadership Scale. Master's Thesis, University of Maryland, College Park, MD, USA, 2008.
Tepper, B.J. Abusive supervision in work organizations: review, synthesis, and research agenda. J. Manag. 2017, 33, 261–289.
Prof. Dr. Patricia Mannix McNamara
Dr. Nicolaas Blom
Guest Editors
Manuscript Submission Information
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Keywords
- teacher leadership
- organisational culture
- shared leadership
- school culture
- school improvement
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