Emerald | Journal of Educational Administration

EXAMINING THE PLANNING AND MANAGEMENT OF PRINCIPAL SUCCESSION

Sally J. Zepeda, Ed Bengtson, Oksana Parylo — 2012-03-16 00:00:00.0

Abstract

Purpose - The purpose of this study was to examine principal succession planning and management by analyzing current practices of handling school leader succession in four Georgia school systems.Design/methodology/approach - Looking through the lens of organizational leadership succession theory, the practices of school systems as they experienced changes in school leadership were examined. Participants included superintendents, assistant superintendents, other central office leaders, and principals. A multiple-case approach was selected with semi-structured interviews providing the major source of data. Findings - Findings suggest the following: 1) there is a difference in the sense of urgency for the planning and management of the succession of principals; 2) the development of aspiring leaders was identified as a critical component of planning and management of succession; 3) mentoring was an essential practice through the succession process; and, 4) reliance on collaborative partnerships with outside organizations was highly valued. Practical implications - The implications of the study include a call for further research to determine the differences in leader succession planning and management needs related to the varying contexts. In addition, the study implies that building collaborative partnerships with university preparation programs and other external professional development organizations may assist systems in the planning and management of principal succession. Originality/value - The originality of this study stems from the lack of literature that directly examines the experiences and practices of principal succession. The findings can inform school system leaders of succession planning and management issues and practices that exist in the four systems studied. As leadership becomes more recognized for its impact on student achievement and school performance, it is imperative that succession is managed and planned to ensure sustainability and effectiveness.

Introducing under-graduate students to school leadership concepts

Scott Eacott — 2012-03-16 00:00:00.0

Abstract

Purpose - This paper investigates the role of an under-graduate educational leadership in introducing students to the complexity of school leadership practice.Design/methodology/approach - Theoretically informed by Bourdieuian social theory and drawing on a questionnaire with a cohort of students, this paper evaluates a course in relation to achieving its outcomes.Findings - An analysis of student responses indicates that the course did introduce students to school leadership practice and assist in the construction of a school leadership disposition.Research limitations/implications - The theoretical resources used in the paper have significant implications for how researchers conceive of school leadership practice. Therefore, this paper may be the basis of further work.Practical implications - The findings of this work have implications for teacher educators and specifically universities. From this paper, the inclusion of an educational leadership course in under-graduate programs should become more the norm rather than the exception.Originality/value - This paper has value in two unique ways. Firstly, there has been very little work undertaken on the role of educational leadership courses in under-graduate programs and in the context of increased political attention and no formal pre-requisites for the principalship in Australia, this work is both timely and significant. Secondly, this paper works with a sophisticated notion of school leadership practice and its location using social theory, a perspective that is uncommon in much of the literature on educational leadership.

Third Sector Involvement in Public Education: The Israeli Case

Izhak Berkovich, Vincent Jonathan Foldes — 2012-03-16 00:00:00.0

Abstract

Purpose - This article addresses the involvement of third sector organizations in state public education in Israel, with emphasis on the decision-making processes affecting the geographic distribution of service provision.Design/methodology/approach - A collective case study approach was used to investigate non-governmental organization (NGO) procedures for the deployment of the educational services they provide. The study was based on semi-structured interviews with key personnel and on documents from four NGOs operating in the Israeli public education system. Findings - The article illustrates the extent of third sector organizations' involvement in the Israeli public educational system, in most cases operated with significant governmental funding. The findings reveal two main factors in the NGOs’ decision-making process that affect their operational deployment: the type of financing model they adopted and the nature of their relationship with the Ministry of Education. Originality/value - The study examines the increasing involvement of NGOs in state public education. As trends of privatization and democratization continue, the number of the NGOs operating in the public education system continues to rise, and their importance continues to increase. Our findings have led to several policy recommendations. We recommend that NGOs be more aware of their financing model and more critical in its appraisal. We also recommend that the state take into account the vision and financing model of NGOs and its own strategic responsibility for reaching nationwide social goals when selecting partners.

Principal Selection Panels: Strategies, preferences and perceptions

Allan Walker, Paula Kwan — 2012-03-16 00:00:00.0

Abstract

Purpose - The purpose of this article is to report a study of the strategies members of principal selection panels use to select the best candidate for a principal position. Design/methodology/approach - The study draws on both qualitative and quantitative data. The quantitative analysis drawn on data collected from school supervisors and school principals confirmed a four-factor structure and qualitative interview data was used to supplement findings. Findings - In order of importance the strategies employed by selection panels were: panel professionalism, the interview, making the cut and pre-interview. Research limitations/implications - Findings indicate that the selection component of principal recruitment remains at best an uncertain science. Tensions endure between beliefs and perceptions of panel members from different backgrounds. These include beliefs about competence and level of involvement in important activities such as short-listing. Relational ties, religious affiliation and values congruence are important to members of selection panels, but we are unsure of the influence these have on the quality of successful applications. It seems that at a minimum they may reduce the pool of ‘real’ applicants.Originality/value - The paper, using a mixed methodology, is the first to investigate the principal recruitment process in Hong Kong.

Who should rank our journals … And based on what?

Sabre Cherkowski, Russell Currie, Sandy Hilton — 2012-03-16 00:00:00.0

Abstract

Purpose - This study establishes the use of Active Scholar Assessment (ASA) in the field of education as a new methodology in assessing and ranking administration and leadership journals. The secondary purpose of this study is to respond to the paucity of research on journal ranking in educational administration and leadership. Design/methodology/approach - This empirical study uses on-line survey research methods with ANOVA statistical analysis. Findings - The main findings of this study: ASA minimizes noted limitations in peer assessment studies; publishing rates and years of service do not significantly influence quality assessment bias; ASA provides a comprehensive and fair assessment of journals; and ASA responds to established criteria as a new, independent system for journal ranking. This study also provides current rankings of educational administration and leadership journals.Research limitations/implications - This study points to the importance of continued research using ASA in journal assessment and ranking in education and other social sciences. Originality/value - This study provides a new methodology in assessing journal quality, awareness, and importance to the field for journals in educational administration and leadership.

Negotiating and constructing an educationally relevant leadership programme

David Laurance Giles, Richard J. M. Smith — 2012-03-16 00:00:00.0

Abstract

Purpose - This article discusses the conceptualisation process of developing a new one-year taught-master’s programme in educational leadership at an Aotearoa/New Zealand university. The perspective taken is a highly personalised one from the two lead ‘drivers’ of the programme and outlines the two-year process of development of the programme from conception through to the first papers delivered in semester one 2008. Design/methodology/approach - This article describes the process, the concerns, the underlying philosophy, content and intended delivery pattern within the Master of Educational Leadership (MEdL) programme. As the programme designers, we wanted something discernibly different in orientation from the postgraduate programmes offered by other tertiary providers in Aotearoa/New Zealand. The content had to be both educationally and culturally relevant and reflect our nation’s bi-cultural heritage, yet growing multi-ethnic population base. Findings - The proposed programme was somewhat controversial and had a rather difficult journey through the New Zealand Vice Chancellors’ Committee NZVCC that deals with the accreditation process. The philosophy of the programme centred on leadership rather than a management focus. Moreover, the philosophy was premised upon both theory and practice as praxis and drew upon both developmental and experiential models for leadership development.Originality/value - This article seeks to provoke a critical discourse amongst tertiary educators in educational leadership programmes towards a greater exploration and articulation of the critical, humanistic, and phenomenological nature of the programmes we offer.