Issuu

4 – 6 July 2025

Turbulence, Reform and Development in Educational Leadership, Management and Administration

Leonardo Royal Waterfront Hotel, Brighton,

EducationalLeadershipPreparationandDevelopment:AnInternationalandFutureFocusedPerspective 197 Dr.IanPotter(UniversityHuddersﬁeld),Dr.CristinaMoral-Santaella(UniversityofGranada),Prof.BPatricia SilvaGarcía(UniversityBarcelona),Dr.SeraﬁnAntúnez(UniversityBarcelona),Dr.CharlesSlater(California StateUniversityLongBeach)

EducationalLeadershipPreparationandDevelopment:AnInternationalandFutureFocusedPerspective 198 Dr.SuzyHardie(UniversityofSouthCarolina),Ms.AlisonMitchell(UniversityofGlasgow)

EducationalLeadershipPreparationandDevelopment:AnInternationalandFutureFocusedPerspective 199 Prof.PamelaAngelle(TheUniversityofTennessee),Dr.KarenBryant(UniversityGeorgia),Dr.JulieHarvie(Universityofglascow),Dr.SylviaRobertson(UniversityOtago),Dr.MicheleMorrison(UniversityWaikato),Dr.NathernOkilwa(BaylorUniversity)

RejuvenatingSchoolLeadershipPreparationandDevelopment:LessonsfromtheCOVID-19Pandemic 201 Dr.NathernOkilwa(BaylorUniversity),Dr.BruceBarnett(UniversityofTexasatSanAntonio),Dr.SusanCleveland(NorthsideIndependentSchoolDistrict)

Symposium-BalancingtheSelfandtheSystem:PersonalJourneysandCollective GoalsinEducationalLeadershipinMalta

BalancingtheSelfandtheSystem:PersonalJourneysandCollectiveGoalsinEducationalLeadershipin Malta.-LeadershipandWomen:theSpacebetweenUs.Narrating‘my-self’andtellingthestoriesof seniorfemaleeducationalleadersinMalta. 203

Dr.RobertVella(MSEAM)

DistributedLeadershipTowardsWhole-SchoolCurricularReforminaMalteseIndependentSchool 204 Mr.HeathcliffSchembri(MaltaSocietyofEducationalAdministrationandManagement(MSEAM)),Ms. BernadetteStivala(MaltaSocietyofEducationalAdministrationandManagement(MSEAM))

BalancingtheSelfandtheSystem:PersonalJourneysandCollectiveGoalsinEducationalLeadershipin

Malta-Leadingleaders:DiscourseanalysisofaspeechforHeadsofSchools

Dr.AngelePulis(InstituteforEducation)

SYMPOSIUMBalancingtheSelfandtheSystem;TurningtheTide:Reimaginingdemocraticleadership throughcooperativegovernanceinMalteseschools.

Mr.MarioMallia(InstituteforEducation)

PosterPresentations

205

206

PositioningInternationalBaccalaureatewithinKazakhstan’sCentralizedSchoolingField:AContextual andStructuralAnalysis 208

Ms.MiramgulMashtakova(TheUniversityofManchester)

ProblematizingEducationalPolicyintheArabContext:ChallengesandImplications

Mrs.RayanKaterji(AmericanUniversityofBeirut(AUB)&UniversityofGlasgow)

209

PolicyDevelopment,ImplementationandDisconnection:ExploringStakeholders’Perspectivesonthe WorkforceCrisisinEngland’sEarlyYearsSector 210

Ms.CristinaMotoca(UniversityofRoehampton)

EducationalLeadershipPromotesStudentVoiceandParticipation:BasedonaQuestionnaireSurveyand InterviewswithSuperintendentsofBoardofEducationinJapan 211 Prof.KaoriSuetomi(NihonUniversity)

ShapingEthicalLeadership:IntegratingDisabilityStudiesandEthicalDecision-Making 212

Mrs.TaylorMowery(UniversityofSouthFlorida)

Ms.MeredithHare(NottinghamTrentUniversity)

Developingacommunityofpractice:acriticalapproachtopromotingtheprofessionaldevelopmentof receptionclassteachers 214

Dr.VikiVeale(stmarysuniversity,twickenham),Mrs.EleanorMilligan(UniversityofEastAnglia),Mrs.Lorna Williams(Universityofworcester),Dr.janetmorris(UniversityofGreenwich)

EducationalLeadership,Schoolself-evaluationandDevelopmentplanning:buildingsynergytowards schoolimprovement 215

Ms.DeniseGatt(UniversityofMalta),Prof.ChristopherBezzina(UniversityofMalta)

LeadershipandManagementofChina-UKTransnationalEducationCollaborations:Perspectivesfrom Literature 216

Ms.RachelDuCroz(UniversityofBirmingham)

HowdoSchoolLeaders’LifeExperiencesShapeandInﬂuenceTheirPreparationandDevelopmentfor LeadershipRolesintheUgandanSchoolContext? 217

Mrs.LydiaBesisira(UniversityofNottingham)

ExplorationofHeterogeneityinAttitudestowardstheroleofSchoolBusinessProfessionals 219

Ms.AndreaHoward(UniversityofChester)

Symposium-Critical EducationLeadership andPolicyScholarship: IntroducingaNew ResearchMethodology

CriticalEducationLeadershipandPolicyScholarship: IntroducingaNewResearchMethodology—Paper1

Friday,4thJuly-15:30:Symposium-CriticalEducationLeadershipandPolicyScholarship:IntroducingaNew ResearchMethodology(RenaissanceSuite)-Symposium-AbstractID:143

Dr.PaulArmstrong (UniversityofManchester),Prof.SteveCourtney (UniversityofManchester),Dr.AmandaMcKay(Griﬃth University)

Title:IntroducingandJustifyingtheNeedforaNewMethodologyforResearchingEducationLeadershipand Policy.

Abstract:Inthisintroductorypaper,wejustifyournewmethodologyforresearchingeducationleadership andpolicy.Wearguethatforcriticalresearchers,existingmethodologiesareunsuitableorinsufficient.First, sincemostresearchineducationleadershipisfunctionalist,itsmethodologiesarepositivist.Thismakesthem epistemologicallyunsuitableforcriticalresearchers;unlikefunctionalists,criticalresearchersdonotseesocialrealityasextrinsicandobjectivelycapturable,butasco-constructedwiththeresearcher.Functionalist school-improvementresearchersalsotendtofocusonleaders’decontextualisedbehavioursandtoseethese ascausallyrelatedtostudentattainmentanduniversalisable.However,criticalresearchersareconcerned withhowpresentturbulentconditions,powerstructuresandrelationsinflectleaders’identitiesandpractices incomplexcausalinter-relationshipstoproducerich,contextualisedexperiencesofdoingleadership.Criticaleducation-leadershipresearchersdonothaveadedicatedmethodology,butchoosefrome.g.,ethnography, casestudyorpolicyscholarship.Thislatteriswidelyusedbecauseitcontextualisesthepolicythatco-constitutes leadership,butithasweaknesses.First,itfocusesfirstonpolicy,soleadershipmaybeunder-theorised,undervaluedorevensuspect,alwaysproblematic,ratherthansimplyproblematised.Thisisconceptuallyandempiricallylimiting:anewcriticaleducation-leadership-orientedorenablingmethodologyisneededforincreasingly turbulenttimes.

CriticalEducationLeadershipandPolicyScholarship: IntroducingaNewResearchMethodology—Paper2

Friday,4thJuly-15:40:Symposium-CriticalEducationLeadershipandPolicyScholarship:IntroducingaNew ResearchMethodology(RenaissanceSuite)-Symposium-AbstractID:146

Prof.SteveCourtney (UniversityofManchester)

Title:AdumbratingCriticalEducationLeadershipandPolicyScholarship(CELPS)asaNewResearchMethodology.

Abstract:Inthispaper,anewmethodologyisadumbratedforcriticalscholarswhoresearcheducationleadership.Themethodologyproposedhereiscalledcriticaleducationleadershipandpolicyscholarship(CELPS) andcomprisessixfeatures:(1)itisepistemologicallycritical,thatis,itfocuses¬oncontextandpowerfrom apost-positivistperspective.(2)CELPSlocatesandworkswitheducationpolicyindiversecontexts,including theideological,historical,political,discursive,socio-economic,axiologicalandcultural.(3)CELPSunderstands educationleadershipandpolicyasmutuallyconstitutive.Policiesstructuretheroles,practicesandidentities thatareconjuredas“leadership”,and“educationleaders”enactandembodypolicy,contributingtothesociodiscursiveconditionsinwhichnewpoliciesemergeandmakesense.(4)CELPSenablestheontologicaldeploymentofthetermsleaderandleadershipwithoutcommittingtoaprojectofreiﬁcation.(5)CELPSrequiresthe explicittheorisationand/orconceptualisationofitsobjectsandassumptivearchitecture.(6)CELPSmakesroom fornewordiverseapproaches,agendas,methods,aimsandfoci.Thispapermakesanimportantcontribution tothecriticalﬁeld’scapacitytoaddressextantandemergentproblemsineducationempiricallyaswellasconceptuallyatatimeofpoliticalandenvironmentalturbulence.

CriticalEducationLeadershipandPolicyScholarship: IntroducingaNewResearchMethodology—Paper3

Friday,4thJuly-15:50:Symposium-CriticalEducationLeadershipandPolicyScholarship:IntroducingaNew ResearchMethodology(RenaissanceSuite)-Symposium-AbstractID:148

Dr.BeeHughes (UniversityofManchester)

Title:LeadinginaCrisisofPublicTruth:HowSchoolLeadersareNavigatingLyinginPolitics.

Abstract:TheleadershipofschoolsisEnglandisincreasinglycomplexdueinparttotheroleofthepoliticsof educationinsettingtheagendaforschools.Thisagendaisbecomingincreasinglyproblematisedduetothe absenceofclearpolicyaccompaniedbyvariousinterpretationsandassemblagesofideology,promulgatedby thoseinpower.Populistagendasoperate.Inthisapparentcrisisoftruth-telling,wheretruthaspolitically constitutedisfactualandaxiomatic,schoolleadersineverincreasingdarkandturbulenttimes,arehavingto navigateknowledgeinwhatconstitutesthetruthand,insomecases,resorttowaystoexposeuntruthsthrough action.UsingArendtianthinkingtoilluminehowtwoleadersleadschoolsthroughtheirlabourandworkin activelyseekingtruth,enablesthinkingaboutthepresentissuesoflyinginpolitics.Framedmethodologically bycriticaleducationleadershippolicyandscholarship,thepaperadumbrateshowschoolleadersmustboth understandandexposelyinginpoliticsthroughtruthseeking.Indoingsothetwoleadersnotonlyadapt, translateandseekclaritybuttheyactivelyseektruthwheretheybecometruthtellersofadifferenttruth.

CriticalEducationLeadershipandPolicyScholarship: IntroducingaNewResearchMethodology—Paper4

Friday,4thJuly-16:00:Symposium-CriticalEducationLeadershipandPolicyScholarship:IntroducingaNew ResearchMethodology(RenaissanceSuite)-Symposium-AbstractID:149

Dr.MarkInnes (UniversityofManchester)

Title:FromPolicyEntrepreneurtoPolicyReceiver:HowMulti-AcademyTrustsStructureSchoolLeadersas PolicyActors.

Abstract:Thispaperdrawsonaninterviewwithaspecialeducationalneedsanddisabilitiescoordinator (SENDco)forasecondaryschoolwhichispartofamulti-academytrust(MAT).Thisindividualdescribeda complexrolerequiringspecialistskills,butshealsodisclosedthatshewasnotconsultedonpolicydecisions whichshehadstrongreservationsaboutregardingtheirinclusivity.Atypologyforthinkingaboutpolicywork andpolicyactorsinschoolssetoutbyBalletal.(2011)isusedtoshowthatMATstructurescaneffectivelybar schoolpolicyactorsliketheSENDcofrombeinga‘policyentrepreneur’abletoadvocateforandinterpretpolicy,renderingthemamere‘receiver’ofpolicy.Thisanalysismattersinternationallybecauseitdemonstrates howaneoliberalturnineducationaimedatbuildinglarge,multi-schoolorganisationswhichrelyonpowerful policyactorsintheformofChiefExecutiveOﬃcers(CEOs)andExecutiveHeadteacherstofunction,canrender unthinkablethevitalexperienceandexpertiseofeducationprofessionalsactingatalocallevel.Thisoccursin waysthatcanservetoentrenchinequalities,andisthereforeanissueofsocialjustice.

CriticalEducationLeadershipandPolicyScholarship: IntroducingaNewResearchMethodology—Paper6

Friday,4thJuly-16:10:Symposium-CriticalEducationLeadershipandPolicyScholarship:IntroducingaNew ResearchMethodology(RenaissanceSuite)-Symposium-AbstractID:151

Dr.StephenRayner (UniversityofManchester),Mrs.SarahBibi(UniversityofManchester)

Title:EstablishingaCultureofCare:TheResponsibilityofEducationalLeadership.

Abstract:Thispaperfocusesonteachers’well-being—speciﬁcally,howeducationpoliciesdesignedtoshapethe dispositionsandattitudesofschoolleadersandteachersmayinsteadcompromiseteachers’well-beingandfutureemploymentintheprofession.Nationalandlocalpoliciesmayobstructtheestablishmentofacultureof careinschools,makingitdiﬃcultforschoolleaderstoprioritisetheirstaff’swell-being.Ourpaperresponds torecentresearchdatathatexcessivenumbersofeducationworkersareexperiencingpoormentalhealthor work-relatedstressorareplanningtoleavetheprofession.Beginningbyproposinganoriginalconceptualisationofwell-being,wereportonanempiricalprojectdesignedtobringnewinsightsintothechallengesfacing schoolleadership,asarticulatedbyteachersinEngland.Followinganonline,institution-widequestionnaire madeavailabletoallteachingstaff,weconductedfollow-upinterviews.Ouranalysisbringsnewinsightsinto individualwell-being,well-beingcultureandthebroaderethosoftheinstitution.Weconsiderhowleadership practicesarestructuredbypolicy,howtheyinterplaywithteachers’practicesandwhetherlocalpolicydecisionmakingisinformedbyacultureofcare,makingtheinstitutionaplacewherepeoplewanttoworkandtobe.

Friday,4thJuly-16:20:Symposium-CriticalEducationLeadershipandPolicyScholarship:IntroducingaNew ResearchMethodology(RenaissanceSuite)-Symposium-AbstractID:152

Dr.KarenHealey (UniversityofManchester)

Title:TheCorporatisationofParentalEngagementinMulti-AcademyTrustLeadershipinSubordinatedCommunities:ThinkingwithBourdieu’sFieldTheory.

Abstract:Inthispaper,IthinkwithBourdieu’sfieldtheorytocriticallyexaminehowcorporatisedMATgovernancehassecuredparentalengagementasacorporateactivitytoacquire,regulateandnaturaliseparents, strengtheningthepositionoftheorganisationandthoseleadingandgoverninginmulti-academytrusts.Positionedfromacriticalepistemologicalstance,thispaperisframedmethodologicallybycriticaleducationleadershipandpolicyscholarship(CELPS).Itheoriseusingdatageneratedinthreemulti-academytrustslocatedin subordinatedcommunitiestomakebothanempiricalandtheoreticalcontribution.Icontributetheoretically toBourdieu’sfieldtheorybyextendingittoincludehowcorporatepracticesdiminishtheagencyofparentsin dominatedpositionsinthefield,inthatparentsareacquired,regulatedandnaturalisedtosecurethefield’s logicofpractice.Secondly,Imakeanempiricalcontributiontotheargumentsconcernedwiththeposition andstanceofactorsinacorporatisedfieldwiththereframingofparentalengagementasacorporateactivity concernedwithacquisitionstability.Inmakingthesecontributions,Iofferamodeltoexplainthecorporatised framingofparentalengagementasitseekstoacquire,regulateandnaturalisethepracticesofparentsintheir engagementwiththeMATanditsschools.

CriticalEducationLeadershipandPolicyScholarship: IntroducingaNewResearchMethodology—Paper8

Friday,4thJuly-16:30:Symposium-CriticalEducationLeadershipandPolicyScholarship:IntroducingaNew ResearchMethodology(RenaissanceSuite)-Symposium-AbstractID:153

Dr.CraigSkerritt (UniversityofManchester)

Title:SeniorLeadersDoingPolicyNarrationinSocialResearchProjects.

Abstract:Thispaperfocusesonthenarrativesseniorleadersproducefortheoutsideworldduringsocialresearchprojects—accountswhichmaynotnecessarilybeaccuratereﬂectionsofschools’policiesandwhichas criticalresearchersweneedtobeconsciousofwhengenerating,analysing,andpresentingourdatabecause whatareoftenproducedduringtheseprojectsarespokesperson-like‘oﬃcial’narratives.

ThepaperalignswithCELPSinmultipleways:itisepistemologicallycriticalandopposedtopositivism;itworks withcontextualisedpolicyandviewspolicyasbeingenactedinvariousways,dependingontheroles,interests andmotivesofactorssuchasseniorleaders/policynarrators;itunderstandsleadershipandpolicyasmutually constitutive,withpolicyandhowitisnarratedbeingcentraltotheworkofseniorleaders;itcountseducation leader(/ship)asanontologicalcategoryandexplorestheimplicationsofleadershiponsocialresearchprojects; itisexplicitlytheorisedandconceptualisedbyspecificallymakinguseoftheconceptofpolicynarrationfrom policyenactmenttheory;andbyreflectingoninterviewdata,fieldnotesandmemoriesinlightofmyprevious workand,thepaperisopentonewanddiversewaysofdoingresearch.

CriticalEducationLeadershipandPolicyScholarship: IntroducingaNewResearchMethodology—Paper9

Friday,4thJuly-16:40:Symposium-CriticalEducationLeadershipandPolicyScholarship:IntroducingaNew ResearchMethodology(RenaissanceSuite)-Symposium-AbstractID:154

Dr.ClaireForbes (UniversityofManchester),Prof.KirstinKerr(UniversityofManchester)

Title:RespondingtotheHyperlocalTurninEducation:WhatRoleisthereforProfessionallyLedResearchPracticePartnershipsinPlace-BasedPolicyEnactment?

Abstract:Research–practicepartnerships(RPPs)areagrowingmovementinEnglandandinternationally,based ontherationalethateffectiveeducationimprovementrequirestheparticipationofdiverseeducationalactorsto createnewformsofknowledgeandfeedtheseintolocalandhyperlocalpractices.Theyareoftensituatedwithin deﬁnedlocalorhyperlocalcontextsandarewell-positionedtoenactnationalpolicyinresearch-informed,contextuallyrelevantwaysthroughthedevelopmentofstrong,long-lastingrelationships,mutuality,trust,shared valuesandasharedcommitmenttolocaloutcomes.ThispaperwillpresentanillustrativecasestudyofRiverside,ahyperlocalRPPinEngland.WeuseEngeström’s(2015)notionofexpansivelearning,whereexpertise issociallyproducedthroughnegotiatedknotworking(Engeström&Pyörälä,2021)asaconceptualframework toarguethathyperlocalRPPsarewellpositionedtoreimagineandenactpolicyinwaysthatcreativelyunite diversestakeholders’endogenouscommunityknowledge,withresearchers’exogenousknowledge—boththeoreticalandempirical.Thispaperwillalsoconsiderthechallengesinherentwithinbuildingandsustaining thesepartnerships.IttherebyconnectstoCELPSmethodologyasdeeplycontextual,byexploringthecomplex rolethatsituatedsocio-spatialrelationshipsandknowledgesmightplayinhyperlocalpolicyenactment,aswell aswhatresearchersmightcontributetothis.

Symposium-The Globalizationof EducationalLeadership: AModelofReformand Developmentthroughthe

Lensof University/District Partnership

Paper1:TheGlobalizationofEducationalLeadership:A ModelofReformandDevelopmentthroughtheVoicesof UniversityFaculty

Friday,4thJuly-15:30:Symposium-TheGlobalizationofEducationalLeadership:AModelofReformand DevelopmentthroughtheLensofUniversity/DistrictPartnership(Keats)-Symposium-AbstractID:162

Dr.JamiBerry (UniversityofGeorgia),Dr.KarenBryant (UniversityGeorgia),Dr.SylviaRobertson(UniversityOtago)

ThispaperhighlightstheexperiencesandvoicesofEducationalLeadershipfacultymembersataresearchuniversityinthesoutheasternUnitedStatesrelatedtotheglobalizationofeducationalleadershipdevelopment. Theauthorsareactiveinorganizationsthatpromoteinternationalcollaboration,includingtheUCEACenterfor theInternationalStudyofSchoolLeadershipandtheInternationalSchoolLeadershipDevelopmentNetwork. Throughthesenetworks,theuniversitypreparationprogramforeducationalleadershasexpandedopportunitiesforcandidatesingraduateeducationalleadershipprogramstolearnaboutleadershiponaglobalscale. Graduatestudentshaveopportunitiestoco-authorresearchstudieswithfacultyandtopresentatinternational conferences.Technologymakesitpossibletointeractwitheducatorsfromaroundtheworldsimultaneously inrealtime.Thepaperbeginswithareviewoftheresearchliteraturearoundcollaborationsforleadership developmentattheinternationallevel.Speciﬁcstoriesofpartnershipandcollaborationwillincludeastudy tourhostedbytheuniversitythatincludedadelegationofvisitingeducationalleadersfromEgyptandtheexperienceofhostingavisitinginternationalfacultycolleaguefromNewZealand.Schooldistrictpartnerswere instrumentalinbothcases,welcominginternationalvisitorsintoschools.Strongpartnershipswereessential tothesuccessofbothprojects.

Paper2:TheGlobalizationofEducationalLeadership:A ModelofReformandDevelopmentthroughtheVoicesofK-12

Superintendents

Friday,4thJuly-15:45:Symposium-TheGlobalizationofEducationalLeadership:AModelofReformand DevelopmentthroughtheLensofUniversity/DistrictPartnership(Keats)-Symposium-AbstractID:163

Dr.MitchYoung (UniversityofGeorgia/ForsythCountyPublicSchools),Dr.CarrieBooher(SocialCircleCitySchools), Ms.CathyHardin (GwinnettCountyPublicSchools)

PartnershipswithK-12schooldistrictsareanintegralcomponentofeffectiveeducatorpreparationprograms intheUnitedStates.Thispaperdelvesmoredeeplyintocollaborationsthatfosterglobalawarenessandunderstandingamongeducationalleadershipcandidatesandcurrentschoolleaders.Thepaperbeginswitha reviewofthescholarlyliteraturerelatedtoeffectivepartnershipsbetweenschooldistrictsanduniversityeducatorpreparationprograms.SuperintendentsfromthreeschooldistrictsinthesoutheasternUnitedStateswill sharerecomnendedleadershipstrategiestopromoteglobalunderstandingandinternationalconnectionsas theyleadschooldistrictswithincreasinglyinternationalpopulations.Thesuperintendents,whoaretheChief ExecutiveOﬃcersofschooldistricts,thendetailtheirexperiencesinprovidinginternationalcolleagueswith adeeperunderstandingofhowdistrictsleverageprofessionallearningcommunities,explicitinstruction,and parentengagementtodrivestudentachievement.Theycontinuebysharinginsightsintohowcollaboration withuniversitypartnersplaysapivotalroleinpreparingandsupportingschoolleadersandeducatorsinaway thatalignswithbroadereducationalgoals.

Paper3:TheGlobalizationofEducationalLeadership:A ModelofReformandDevelopmentthroughtheVoicesof StudentParticipants

Friday,4thJuly-16:00:Symposium-TheGlobalizationofEducationalLeadership:AModelofReformand DevelopmentthroughtheLensofUniversity/DistrictPartnership(Keats)-Symposium-AbstractID:164

Thispaperexplorestheexperiencesofstudentsinoneeducationalleadershipandadministrationprogramin theUnitedStatesastheyengagedinexplicitcollaborativeopportunitieswithindividualsconnectedtoschool, district,andnationalleadershipinEgypt,HongKong,Mexico,andNewZealand.Thepaperbeginswithan overviewofthescholarlyliteraturecenteredontheglobalizationofschoolsintheUnitedStatesandtheimpact oftheseshiftingcontextsonschoolanddistrictleaders.Usingaqualitativecasestudydesign,itcontinueswith adescriptionofhowoneeducationalleadershipandadministrationprogramexpandeditsacademicofferings beyondalocalizedcontextthroughthevoicesofstudentauthors.Thisexpansionincludedspeciﬁcexperiences forstudentstoconnectwithleadersthroughouttheglobeviajointresearchopportunities,visitsfrominternationalleadersandscholars,presentationsatinternationalconferences,andco-constructingresearchwith facultymembersengagedininternationalinitiatives.Thepapercloseswithrecommendationsfromthestudentauthorsrelatedtoeachtypeofexperienceandhowtobestintegratespeciﬁccomponentsofglobalization intouniversitypreparationprogramsinadditiontosuggestionsforenhancingtheseopportunitiesforfuture students.

Ms.ShaniJackson (UniversityofGeorgia),Ms.TifferneyDodd (UniversityofGeorgia),Ms.TamraKing (UniversityofGeorgia)

Paper4:TheGlobalizationofEducationalLeadership:A ModelofReformandDevelopmentthroughtheLensof University/DistrictPartnership

Friday,4thJuly-16:15:Symposium-TheGlobalizationofEducationalLeadership:AModelofReformand DevelopmentthroughtheLensofUniversity/DistrictPartnership(Keats)-Symposium-AbstractID:165

Ms.PamPajerski (UniversityofGeorgia),Mr.NathanGerrells (UniversityofGeorgia),Dr.ChandraWalker (GwinnettCounty PublicSchools)

TheimportanceofK-12district/universitypartnershipstoauthenticleadershippreparationhasbeenwelldocumentedinthescholarlyliterature.However,inapost-COVIDcontextwhereschoolsareprogressively servingmorediversepopulationsandwheretheteachingforceisincreasinglycomingfromaplethoraofprofessionalbackgroundsandeducationalpaths,thesepartnershipsareevenmorecrucialtobuildingandsustainingbothteacherandleaderpipelines.Thispaperbeginswithanoverviewofthescholarlyliteraturerelated toK-12district/universitypartnershipsandtheemergingtrendsintheteacherworkforceintheUnitedStates andglobally.Itcontinuesbyexaminingtheimpactstheseshiftswillcontinuetohaveontheleaderworkforce relatedtotheneedforcontinuousimprovementtiedtopreparation,comprehensiveongoingsupport,andplans forsustainabilityandsuccessionplanningwithintheoveralleducatorpipeline.Thepapercloseswithexplicit recommendationsrelatedtohowdistrictsanduniversitiescanworktogethertoleveragethelearningsfromthe aforementionedcomponentstocontinuouslyreview,revise,andreﬂectontheirpracticesrelatedtobuilding andsustainingtheteacherandleaderpipeline.Eachcomponentisincludedinanefforttoofferamodelfor morerobustpartnershipsspeciﬁcallyrelatedtoteacherandleadersupportsystems.

Symposium-Learningto

LeadforEqualityand

Democracy:Nordic PerspectivesonSchool

LeaderPreparationand Development

Learningtoleadforequalityanddemocracy:Nordic

perspectivesonschoolleaderpreparationanddevelopment–

anIcelandicperspective

Friday,4thJuly-15:30:Symposium-LearningtoLeadforEqualityandDemocracy:NordicPerspectiveson SchoolLeaderPreparationandDevelopment(Coleridge)-Symposium-AbstractID:170

Dr.SigríðurMargrétSigurðardóttir (UniversityofAkureyri)

InIceland,allprincipalsmusthaveateachinglicenceandanadditionaldegreeinadministrationorteaching experienceandcapacitiesinareassuchasschooldevelopment,studentlearningandwell-being,communication,humanresourcemanagement,andﬁnancialadministration.Thereisnomandatedschoolleadership program,butsincethe1990s,universitieshaveoffereddiplomasormaster’sprogramsfocusingonprofessional anddemocraticleadershipandprofessionalandschooldevelopment.Whilenotlegallyrequired,advancededucationisoftenessentialforsecuringprincipalpositions.However,formaleducationinschoolleadershipis largelyconsideredaprivateresponsibilityofschoolprincipals.ResearchinIcelandindicatesthatamaster’s programinschooladministrationandleadershipprovidesprincipalswiththeoreticalknowledgethatbuilds theirconﬁdenceandstrengthenstheircapacityforleadingchange. Iarguethatthereisalackofunderstandingandpolicyfocusontheimportanceofformalpreparationand continuouseducationinschoolleadershipandadministration.Thisthreatensschoolleaders’abilitytolead theirschoolsandtopreserveafocusonprofessionalanddemocraticleadershipwithinschoolleaders’education thathelpsequipthemwiththenecessaryskillstomeetcomplexdemandsinmodernschoolsettingswhile supportingcorevaluesofequityandinclusivedecision-making.

Learningtoleadforequalityanddemocracy:Nordic perspectivesonschoolleaderpreparationanddevelopment–aDanishperspective

Friday,4thJuly-15:45:Symposium-LearningtoLeadforEqualityandDemocracy:NordicPerspectiveson SchoolLeaderPreparationandDevelopment(Coleridge)-Symposium-AbstractID:171

Dr.RonniLaursen (AalborgUniversity)

InDenmark,therearenonationalprogramsdedicatedtoschoolleadereducation,yetthereisanimplicitexpectationthatschoolleaderspossessformalleadershiptraining.Thisexpectationreﬂectsatensionthathasgrown sinceDenmark’sparticipationinPISAin2001,withincreasingdemandsonschoolleaders.Thesedemandsincludeoutcome-basedaccountabilitymeasures,suchasachievingsatisfactorystudenttestscores,meetingstandardsinnationalwell-beingsurveys,andmanagingtightbudgets,allreinforcedbynumerouspolicyguidelines anddirectivesfromtheMinistryofEducation.Incontrast,theDanishEducationActemphasizestheimportance ofdemocraticvaluesinschoolingpractices.

Despitesomeautonomywithinnationallegislation,researchshowsthatoutcome-basedpressuresoftendrive schoolleaderstoprioritizeperformancemetricsoverothereducationalvalues.Itheorizethatschoolleaders withastrongacademicandpedagogicalfoundationarebetterpositionedtousetheirautonomytofostera democraticschoolculture,aligningwithbroadereducationalgoalsbeyondperformanceindicators.Iarguethat formaleducationandcontinuousprofessionaldevelopmentarecrucialforschoolleaderstocriticallyreﬂect onhowtobalanceaccountabilitydemandswhilepreservingdemocraticpracticesinschools.Thus,enabling leaderstonotonlycomplywithlegislationbutalsocultivatecritical,engagedcitizens.

Learningtoleadforequalityanddemocracy:Nordic perspectivesonschoolleaderpreparationanddevelopment–aNorwegianperspective.

Friday,4thJuly-16:00:Symposium-LearningtoLeadforEqualityandDemocracy:NordicPerspectiveson SchoolLeaderPreparationandDevelopment(Coleridge)-Symposium-AbstractID:219

Dr.Mari-AnaJones (NorwegianUniversityofScienceandTechnology)

NBThisistheNorwegiancontributiontothesymposium:Learningtoleadforequalityanddemocracy:Nordic perspectivesonschoolleaderpreparationanddevelopment

TheNorwegiangovernmentfundsanationaleducationprogrammeforschoolleaderswhichisequivalenttothe firstyearofamaster’sdegree.Althoughnon-obligatory,theprogrammeisoversubscribed;evaluationreports duringthepastfifteenyearsindicatethatparticipantsareextremelysatisfiedandfeelmorecompetenttolead schoolsasaresultoftheprogramme.Thecontentofthenationaleducationprogrammeconsistsofanumber ofbroadthemesandpriorities,definedbytheDirectorateofEducationandTraininginNorwayanddelivered variouslybythesevenselecteduniversities.Leadinglearningcommunitiesandleadingschooldevelopment arecentraltotheprogrammeandthereisaclearintentionthatschoolleaderswillusetheprogrammeasa springboardforfurtherdevelopment.Furthermore,theprogrammedescriptionstatesthatparticipants’needs andinterestswillbetakenintoaccountinthedeliveryoftheprogramme.Thereislittletraceofalanguageof accountability;standardsandoutcomesarenotmentionedintheprogrammedescription.Itcan,therefore,be convincinglyarguedthatschoolleadersinNorwayareofferedleadershippreparationanddevelopmentwhich underpinNordicvalues.

However,schoolleadersstruggletobalancetheaimsandintentionsofademocraticeducationwithincreased accountabilitydemandsatlocallevel.Forexample,theintroductionofschoolchoiceathighschoollevel(ages 16-19)hasledtogreaterinterestinresultsasaperceivedindicationofquality.Practicessuchasperformancerelatedpayandbenchmarkinghavebecomemoreprevalentatmunicipality-level,whilstatthesametimethere arefewerresourcesavailableforinclusivelearningenvironments.Thechallengeforleadershippreparation anddevelopmentinNorwayisnottheincorporationofinvasivestrategiesofstandards-basedleadership,but toadvocatemoreexplicitlyforequitableanddemocraticleadershippractices,thusenablingschoolleadersto resistcallsforincreasedmonitoringandregulationandconcentrateonleadinginlinewithNorwegianvalues.

Learningtoleadforequalityanddemocracy:Nordic perspectivesonschoolleaderpreparationanddevelopment–aSwedishperspective

Friday,4thJuly-16:15:Symposium-LearningtoLeadforEqualityandDemocracy:NordicPerspectiveson SchoolLeaderPreparationandDevelopment(Coleridge)-Symposium-AbstractID:235

Dr.SusanneSahlin (MidSwedenUniversity)

InSweden,thereiscurrentlyanationalprincipaltrainingprogramme(NPTP)providedbyuniversities.Establishedinvariousformssincethemid-1970s,itisnowseenasinstitutionalised.Aspartofstategovernance,it isresponsivetocurrentchanges.Theprogrammeisin-serviceandmandatoryfornewprincipalssince2010. Thepurposeofthetrainingistoprovideprincipalswithknowledgeoftherequirementsoutlinedingoverning documentsforpreschoolsandschoolsandtodeveloptheirrolesasleaderstoensurequalityineducational activities.TheNPTPintegratestheoreticalperspectiveswithlocalcontextualexamplestosupportprincipals’ professionalisation,whoexpresssatisfaction,particularlywiththecollaborativeopportunitiesfordiscussing schoolissuesandnetworking.

Principalsmustbelifelonglearnerstokeeppacewithanever-changingeducationalenvironmentandsociety. Anationalprofessionalprogrammehasbeenproposedforpreschoolteachers,teachers,andprincipals,though principalprofessionaldevelopmenthasnotyetbeenprioritised.Thechallengeforleadershippreparationand developmentinSwedenishowweprepareprincipalsinachangingworldwithnewknowledgeneeds,meaning evolvingdemandsonprincipals.Democracyismorecrucialthanever.Whichknowledge,capabilities,and valueswillbecriticalforprincipals,andthusfortheirtrainingandprofessionallearning?

Friday,4thJuly-16:30:Symposium-LearningtoLeadforEqualityandDemocracy:NordicPerspectiveson SchoolLeaderPreparationandDevelopment(Coleridge)-Symposium-AbstractID:236

Dr.SusanneSahlin (MidSwedenUniversity)

In2020,MichaelUljensasked: “Willwereallybeabletoeducatemorally,politically,sociallyandculturallyaware andreﬂectiveindividuals,culturalbeingsandcitizensbysuchaperformativeandinstrumentalistparadigm?” Thisquestionhasarguablybecomeevenmorepertinentinrecenttimes.Divisiveneoliberalstrategiesandprioritiesarehardlygoingtoenableschoolstomeetcurrentandfuturecomplexchallenges.Ifwearetodevelop schoolsinwhichchildrencanthriveandgrowasdemocraticcitizens,weneedschoolleaderswhoarecriticallyreﬂexive,notwhoconformunquestioningly.Thewaysinwhichwedesignanddeliverschoolleadership preparationanddevelopmentare,therefore,crucial.

Thissymposiumexaminesschoolleaders’preparationandprofessionaldevelopmentinfourNordiccountries (Sweden,Norway,IcelandandDenmark),focusingonthewaysinwhichequityanddemocracyarepromoted andespoused.Wedrawattentiontothesevaluesasessentialinschoolsastheyattendtothegrowingchallenges ofpopulism,inequity,conﬂictandtheclimatecrisis.Leadingschoolsinthesediﬃculttimesrequiresadaptability,autonomy,inclusivityandbravery,andthissymposiumexploreshowNordicschoolleadersareequipped withthesequalities,invitingcomparisonswithothercontexts.

WhilstthereismuchtobelearnedfromtheNordicregionaboutschoolleadershippreparationandprofessional development,therearealso,however,competingdiscourses(Moosetal,2020).Historically,Nordiceducational systemshaveemphasiseddemocracyandequity.ThesevaluesareatthecoreofNordicsocietiesandwelfarism. Yetthesevaluesarecontinuallyunderthreatfromforcesofmarketisation,accountabilityandconsumerism (Møller&Rönnberg,2021).GovernmentsintheNordicregionadvocateforimprovedoutcomesineducation whichhavemoretodowithcompetitionthanequity,whilstatthesametimebeingboundbythedemocratic principlesandvalueswhichNordicpeoplesholdmostdear(Hellevik&Hellevik,2017).Inthissymposium,we criticallyconsiderhowweasresearchersandeducatorsofschoolleadersworktochallengethedominanceof neoliberalism,whilstatthesametimesupportingschoolleaderstonavigatethisreality.

Thissymposiumcontributestoalternativeperspectivesonschoolleadershippreparationwhichchallengethe globaldominanceofmarketisation,consumerismandaccountability.Eachresearcherwillcontributefroma nationalperspective,providinginsightsintothecurrentstate,criticallyreﬂectingonopportunitiesandchallenges,andproblematisingfuturedirectionsofschoolleadershipintheNordiccountries.Bybringingtogether researchersandeducatorsfromtheNordicregion,wewillfacilitatediscussionacrosscontextsabouthowschool leadershippreparationanddevelopmentcanmakeapositiveandimportantcontributiontopromotingvalues ofequityanddemocracy.Thesymposiumintendstoidentifystrategiesandapproachestostrengthenschool leaders’abilitytoadvocateforequalityanddemocracy.

ParallelSession1

CrisesandtraumasinEducationalLeadership:Istheﬁelda Mineﬁeldand/oraTransformationalTerritory?

Friday,4thJuly-15:30:ParallelSession1(Tennyson)-Theatre-AbstractID:194

Dr.DenizOrucu (UniversityofNottingham)

Muchhasbeenwrittenaboutcrisesandtraumasinschoolswithalinktoeducationalleadership,withresearchersseekingtoexplicatethereasonsandvariousmeansofdealingwiththem.Threatsthatputstrainon educationsystemsandschoolsmirrorthoseofwidersocieties:politicaldisruption,wars,economiccrises,unemployment,climatecrises,disasters,forcedmigrationpatternsandtherecentCovid19pandemic(Araretal., 2021;Gurr&Drysdale,2020;Mazurkiewicz&Fischer,2021).Inthisconceptualstudy,Iaimtocriticallyexplore issuesandchallengesconcerninghoweducationalleadershiprespondstocrisesandtraumasexperiencedby staff,studentsandcommunitiesthroughacriticaldiscussion.Basedonthefactthatif/howeducationalleadershipcouldhelptoeasethecrisesandtoxictraumaisamatterofdebateglobally,thepresentationwilldeal withthefrequentlyencounteredchallengesandleadershipresponsesaswellasthepotentialandlimitations oftheﬁeldofEMAL(EducationalManagementAdministrationandLeadership)inaddressingthecrises.Given thestarkcontrastsinthelevelsoftraumaandcrisesthateducationsystemsfaceinternationally(Mazurkiewicz &Fischer,2021),variouscasesandexamplesfromdifferentgeographiesincludingtheUKwillbediscussed fromasocialjusticelens.Thisisbasedonmyargumentthateducationalleadershiphasthecapacitytoeasethe crises toanextent.However,basedonmyontologicalandepsitemologicalstance,Ifurtherclaimthatithasits limitationsunderthehideousandtragiccircumstancesofmanycountriesaroundtheworld.Tosupportthis argument,thepotentialandlimitationsoftheﬁeldofEMALasanacademicdiscipline(Courtneyetal.,2021) inthisregardwillbeexplicatedduringthesession.Further,if/howalternativeformsofeducationalleadership,particularlysocialjusticeandculturallyresponsiveapproches,couldassistschoolleadersincrisesand traumaticsituationswillbeexplicated.

Arar,K.,Örücü,D.,&Wilkinson,J.(Eds.).(2021). Neoliberalismandeducationsystemsinconﬂict:Exploring challengesacrosstheglobe.Routledge.

Courtney,S.J.,Gunter,H.M.,Niesche,R.,&Trujillo,T.(Eds.).(2021). Understandingeducationalleadership: Criticalperspectivesandapproaches.BloomsburyPublishing.

Gurr,D.,&Drysdale,L.(2020).Leadershipforchallengingtimes. InternationalStudiesinEducationalAdministration, 48(1),24-30.

Mazurkiewicz,G.,&Fischer,J.M.(2021). ThePowerofResponsiveEducationalLeadership:BuildingSchoolsfor GlobalChallenges.Routledge.

TransformingEducationalLeadershipDevelopment: AddressingCulturesofIncivilityandFosteringHuman FlourishinginHigherEducation

Friday,4thJuly-15:45:ParallelSession1(Tennyson)-Theatre-AbstractID:209

Dr.NiamhHickey (UniversityofLimerick),Prof.PatriciaMannix-McNamara (UniversityofLimerick),Prof.LynnBosetti (UniversityofBritishColumbia),Prof.SabreCherkowski (UniversityofBritishColumbia)

Thenatureofeducationandsocietyhasshifteddramaticallyinrecentdecades,withturbulencefromtheCOVID19pandemicalteringthewayinwhichweworkandengagewithoneanother,reshapingwhatitmeanstobe aneducationalleader(HarrisandJones,2020)andaleadereducator.Thischangehasfosteredanaccelerated movetowardfast-paced,efficiency-drivenworkenvironments,whichoftenleavelittleroomformeaningfulengagement.Theincreasedfocusonwell-beingandhumanflourishingineducationisanaturalresponsetothese challenges.Byhumanflourishing,werefertotheexperiencesofpositiveemotions,engagement,meaningful relationships,achievement,andpurpose(Seligman,2011),whichistheoptimalstateforstudents,teachers,and leaders.However,significantobstaclesremaindespitethegrowingemphasisonwell-beingandhumanflourishing.Whilesomeuniversityclassroomsmayofferholisticapproachestointellectualengagement,thereality forothersisthatthespacetoengageatthehumanisticlevelishinderedbyperformancemetrics,workload,and bottom-linecostpressures.

Neoliberalism,withitsmarket-drivenvaluessuchasinstitutionalrankings,performancemetrics,andafocus onenrollmentandsatisfaction(Bosetti&Heffernan,2021a;Hodgins&MannixMcNamara,2021b),hasintensifiedacultureofcompetitionthatisindirectconflictwiththecollaborative,caringcommunitiesthatleadership preparationprogrammesstrivetofoster.Thisenvironmentcreatesaparadox,asfutureeducationalleadersare trainedincontextswherevaluesofcompetition,individualism,andproductivitymaytakeprecedenceovercollaboration,empathy,andsharedpurpose.Consequently,studentsintheseprogrammesmayinadvertentlyinternalisethesevalues,impactingtheirdevelopmentasleadersandshapingtheirleadershippracticesinschools. Thispresentationstemsfromanongoingcollaborativeefforttoreimagineleadershippreparationinawaythat fosterscare,connection,andhumanflourishing.Anchoredinthebeliefthateducatorsandaspiringleaders alikemustexperienceenvironmentsrootedindemocratic,caringlearningcommunities,wearguethatleadershippreparationmustmodeltheveryculturewehopetoinstillinfutureschoolleaders.

Toaddressthesechallenges,weproposeatransformativeapproachtoleadershipeducationthatcentersonwellbeing,empathy,andcommunity.Thisreimaginingrequiresaculturalshiftwithinhighereducation,moving awayfromthecurrentemphasisoncompetitionandproductivitytowardlearningenvironmentsgroundedin careandconnection.Byprioritisingthesevaluesinleadershipdevelopmentprogrammes,wecancreatespaces thatnotonlysupportthewell-beingofeducatorsbutalsomodelthetypeofleadershipthatfostershuman ﬂourishinginschools.Indoingso,wecanhelpfutureschoolleaderscultivateenvironmentsinwhichboth studentsandeducatorsthrive.

Weinviteconferenceparticipantstoengageinacollectivereimaginingofhowwecantransformacademicculturesintocommunitiesoflearningthatsupportwell-being,collaboration,andthedevelopmentofeducational leaderscommittedtomakingadifferenceinthelivesoftheirstudentsandcolleagues(Cherkowski&Walker, 2018).Thissessionwillprovideanopportunityforreﬂectionanddiscussiononhowtoshiftourleadershipdevelopmentprogrammesandhighereducationenvironmentstobettersupporttheﬂourishingofbotheducators andfutureleaders.

ReshapingEducationalLeadershipinTurbulentTimes: Students’PerspectivesonDecolonialLeadershipApproaches inNigeriaandSouthAfrica

Friday,4thJuly-16:00:ParallelSession1(Tennyson)-Theatre-AbstractID:270

Dr.OyeyemiJekayinfa (UniversityofIlorin,Ilorin,Nigeria),Dr.AminatAburime(UniversityofIlorin,Ilorin,Nigeria),Dr. OlatunjiJekayinfa(NationalMathematicalCentre,Abuja),Dr.AbubakarSaidu(UniversityofIlorin,Ilorin,Nigeria),Mr. AkinolaOdeniyi(UniversityofLeeds,Leeds,UnitedKingdom)

Educationalleadershipplaysacriticalroleindrivinginstitutionaltransformation,yetpersistentcoloniallegaciesandcomplexgendernormscontinuetoshapeleadershipdynamicswithinAfricanhighereducation.This studyexamineshowNigerianandSouthAfricanstudentsperceivetheroleofgenderineducationalleadershipwithinadecolonialframework.Byadoptingatransformativeparadigm,thisresearchexploresstudents’ insightsintohowdecolonialprinciplescaninformleadershipapproachesthatpromoteculturalsensitivity,equity,andinclusivityacrosseducationalinstitutions.Italsoconsidershowhistoricalpowerimbalancescontinue toinﬂuenceleadershipaccessibilityanddecision-makingprocesses,shapinginstitutionalgovernanceandpolicydevelopmentsigniﬁcantly.

Groundedinaqualitativemethodology,thestudyemploysParticipatoryActionResearch(PAR)tocenterthe voicesofstudentsfromselecteduniversitiesinNigeriaandSouthAfrica.Bydrawingonpostcolonial,feminist,andcomparativeframeworks,thestudyseekstoexplorehowintersectingfactorssuchasnationality, gender,andinstitutionalcultureinformstudents’interactionswitheducationalleadersandtheirperceptions ofleadershipeffectiveness.Throughacombinationofsemi-structuredinterviewsanddocumentanalysis,the researchinvestigateshowstudentsinterprettheimpactofcolonialandgenderedpowerstructureswithinacademicsettings.Additionally,itexaminesstudents’perspectivesonthereformsrequiredtomakeleadership andgovernancestructuresmoreinclusive,representative,andreﬂectiveofthediversesocio-culturalcontexts ofpostcolonialAfrica.

Theﬁndingshighlighthowstudentsperceiveexistingleadershipmodelsasbothacontinuationofandresistancetocolonialframeworks.Studentspointoutspeciﬁcbarrierstoachievingdecolonialleadership,suchas rigidhierarchicalstructures,Eurocentriccurricula,anddecision-makingpracticesthatfailtoaccountforthe uniqueculturalidentitieswithinNigerianandSouthAfricancontexts.Inresponse,studentsadvocateforreform strategiesthatprioritizedecolonialpractices,includinglocalizedcurriculadevelopment,inclusivegovernance structures,andleadershipapproachesthatemphasizegenderequityandculturalinclusivity.Theyfurther emphasizetheneedforparticipatoryleadershipmodelsthatincorporatestudentengagementininstitutional decision-making.

Byaligningwiththeconferencetheme,“Turbulence,Reform,andDevelopmentinEducationalLeadership, Management,andAdministration,”thisstudysituatesstudentsascriticalagentsinthedialogueondecolonial leadership.Itunderscorestheimportanceofstudentperspectivesincatalyzingtransformativereformsthat addresshistoricalinjusticesandfosterresilienteducationalsystemscapableofrespondingtothecomplexities ofcontemporaryAfricansociety.Theresearchalsohighlightstheroleofmentorshipandcommunity-driven leadershipmodelsinfosteringamoreinclusiveacademicenvironment.

Theimplicationsofthisresearcharefar-reaching,particularlyforpolicymakersandeducationalleadersseekingtocultivateequitableandculturallyresponsiveinstitutions.Bycenteringstudentvoices,thisstudyilluminatesactionablepathwaystodecolonialleadershipthataccountforAfrica’srichculturaldiversityandhistorical complexities.Recommendationsincludeestablishingpoliciesthatmandategenderequityinleadershiproles, fosteringgovernancepracticesrootedinlocaltraditions,andimplementingculturallyrelevantcurriculathat challengeEurocentricstandards.Ultimately,thisresearchaspirestocontributetoamorejustandinclusive

globaleducationalsystembyshowcasingthetransformativepotentialofdecolonialleadershipintheAfrican context,offeringagoomodelthatcanbeadaptedtootherpostcolonialsocietiesfacingsimilarchallenges.

“Principalsexpediateleadingonprofessionallearningand developmentthroughmentoringtoenableeducators’ self-directedlearningindiversesettingsincludingrural publicschools”

Friday,4thJuly-16:15:ParallelSession1(Tennyson)-Theatre-AbstractID:295

Dr.LizanaOberholzer (UniversityofWolverhampton),Prof.RajkumarMestry (UniversityofJohannesburg)

TheaimofthisstudywastoinvestigatehowmentoringcouldbeusedbyprinciplesinschoolsinSouthAfrica, todevelopschoolleadersandteacherstopromoteself-directedlearningwithinclassroomstodriveschoolimprovement.Hattie(2012)highlightsthatself-directedlearning,wherelearnerscanidentifytheirowntargets, andunderstandhowtheyneedtodrivetheirownlearning,hassignificantimpactonlearneroutcomes.However,thechallengesare,thatprincipalsneedtoenabletheirstafftoconsistentlyapplythisapproachtolearning moreconsistentlytoensurethatlearnersmoveforward.Mentoringisidentifiedasoneofthemostunderused interventionstodriveschoolimprovementbytheinspectorateintheUnitedKingdom(Ofsted,2019),andthe researchersaimedtotestthisclaiminSouthAfrica,bydevelopingprincipals’mentorshiptoprofessionallydeveloptheirteams,toenablelearnerachievementinSouthAfricanschoolsanddiversesettings.Thisproject providesopportunitiestoskillprincipalsuponhowtodrawonmentoring,whichisdefinedasalearningrelationship,withschoolleadersandstafftorefinetheirpracticestofacilitateself-directedlearningindiverse schoolsandclassrooms.

Thisinterpretivistqualitativecasestudy,aimedtooutlinehowmentoringasaninterventioncouldbeused todevelopstaffandimpactpositivelyonlearneroutcomes.Thestudywasconductedusingsemi-structured interviewswithprincipals,schoolleadersandteachers(Cohenetal,2018).Allparticipantsengagedinthe studyconsentedtocontributetothework,andallthenecessaryethicalrequirementswereinplacetomove thestudyforward(BERA,2024).Inaddition,interviewtranscriptsweredeveloped,approvedforaccuracyby participants,andthematicanalysiswasusedtoanalysethetranscriptsthroughtheuseofBraunandClarke’s (2006)6phasemodel.Thedatasuggestedthatmentoringmadeasigniﬁcantimpactoneducators’self-directed learningpracticesandasaresult,learners’outcome.

Reference:

BERA(2024)EthicalGuidance,UK:BERA.

Braun,VandClarke,V(2006)Usingthematicanalysisinpsychology.QualitativeResearchinPsychology,3(2). pp.77-101.

Cohen,L.,Manion,L.andMorrison,K.(2018),ResearchMethodsinEducation.(8thEdition).Oxon:Routledge. Hattie,J.(2012),VisibleLearningforTeachers:MaximizingImpactonLearning,Oxon:Routledge.

ParallelSession1

BeyondSurfaceLevel:theChallengeofEmbeddingCatholic ValuesinanEnglishSecondarySchoolDuringCovid-19

Friday,4thJuly-15:30:ParallelSession1(Wordsworth)-Theatre-AbstractID:168

Dr.BethHolmes (UniversityofDerby)

ThisresearchexamineshowCatholicvaluesinfluencedoneEnglishsecondarystateschool’sresponsetothe Covid-19pandemic,withparticularfocusonthechallengesofembeddingvaluesbeyondsurfacelevelandmanagingtensionsbetweenvalueslinkedtopastoralcareandperformancedemands.Thiscase-studydrawson interviewdatafrom13staffmembersanddocumentanalysiscollectedduringthefirstlockdown(March-July 2020),thestudyrevealsbothopportunitiesandchallengesinmaintainingdistinctivereligiousvaluesduringa timeofcrisis.Keyfindingshighlighttheimportanceofcollaborativeapproachestovaluesimplementation,the impactofleadershipmodellingonvaluespermeation,andhowcrisissituationscancatalysemoreauthentic expressionofinstitutionalvalues.Theresearchhasimplicationsforschoolleadersseekingtoembedvalues meaningfullywhilenavigatingcompetingprioritiesinchallengingcircumstances.

Schoolleadersnavigatingthe‘turbulence’betweeninclusion andexcellenceinRwandanandSouthAfricanschools:a ChangeLaboratoryintervention

Friday,4thJuly-15:45:ParallelSession1(Wordsworth)-Theatre-AbstractID:24

Dr.DouglasAndrews (UniversityoftheWitwatersrand)

ThereisgrowingliteratureonutilizingCultural-Historical-Activity-Theory’sChangeLaboratory(CL)interventionsforprofessionaldevelopmenttomanagecomplexvalue-basedproblemsthatschoolleadersneedtoaddress.Thispaperreportsﬁndingsfromafollow-upstudyintohowCLinterventions,supportschoolleaders innavigatingthetensionsbetweenthedemandsforacademicexcellenceandanagendaforinclusionandexplorestheutilityofthisapproachinaddressingthevexingdilemmaofthistension.Thefollow-upstudyexplores whetherCLinterventionsareapplicableinwidergeographicalandsocio-economiccontexts,withleadersfrom SouthAfricanandRwandanschools,inresponsetothecritiquethatanagendaforinclusionisonlyattainable andsustainableinhigh-performingschoolsinmiddleandupper-incomecommunities.

Theagendasofinclusionandacademicexcellenceco-existbutthemotivesthatinformeachagendadiffer.My ﬁndingsshowthatatthemicrosystemleveloftheclassroom,teachersmustmakepedagogicalchoiceswhere theseagendasappeartocompete,andtheyhavethepowertoenactmicro-inclusionsandmicro-exclusions.At themacrosystemlevel,widersocietal,economic,andpolicyconsiderationsjostletoshapeschoolactivityand outcomes.Inschoolswheretherearehighlevelsofeducationalattainment,thereisagoodbasisforexpanding theprovisiontobeinclusive.Inclusion,itseems,isviewedasa‘luxury’thatcouldbeentertained.However, inschoolcontextsofpooracademicattainment,thedriveistorespondtocommunityanddepartmentalpressuresandrapidlyimprovestandardsandoutcomesthroughthedevelopmentofanacademicallycompetitive environment,possiblyattheexpenseofthosewhomightcompromisetheschool’sresults.

ManyGlobalNorthcountriesintegratedtheinclusionagendaintoalreadywell-functioningeducationsystems.

SouthAfricaandRwandaaresecond-generationadoptersofinclusiveeducation,andeagerlyrespondedtothe visionofinclusiveeducationsetoutintheSalamancaStatementof1994.However,SouthAfricaandRwanda, likemanylowandmiddle-incomecountries,cometoinclusion,notaftertheestablishmentofagenerallywellfunctioningsystem,rather,inclusioncomesconcurrentlywiththeneedtobuildsuchasystemaftertheravages ofcolonialism,andinthefaceofglobaleconomiccompetitivenessandinequality.

Consideringthisbackdrop,n=22principals,fromsuccessfulinclusionaryschoolsinSouthAfricaandRwanda, wereinterviewedtodeterminewhatstrategiestheywereimplementingwhennavigatingexcellenceandinclusion.ThedatawasanalyzedusingacartesianplaneofgeneralandrestrictedcomplexityontheYaxis,and agreaterorlesserunderstandingofpedagogicalresponsivenessontheXaxis.Fivekeyareas/strategieswere identiﬁedascriticaltoleadinginclusionaryschools.Theseincludedageneralunderstandingofcomplexity, greaterpedagogicalresponsiveness,robustnetworkingcapability,collaborativeteacherprofessionaldevelopment,andawillingnesstomakestructuralandoperationalchangesintheschool.Thesestrategieswereutilized asthe‘mirror’surfaceinCLworkshopswithanothern=20principalspurposivelyselectedbecausetheywere strugglingtodevelopandsustaininclusionaryschools.Findingsshow,thatthroughcollaborativeCLinterventions,theprincipalsidentiﬁedcontextuallyrelevantleadershipstrategiestoadvanceinclusivepracticeswhile simultaneouslyadvancingthedemandsforacademicexcellence.

NationalProfessionalQualiﬁcations:approvedknowledge andpost-neoliberaloligarchicsovereignty

Friday,4thJuly-16:00:ParallelSession1(Wordsworth)-Theatre-AbstractID:100

Dr.JanetHetherington (UniversityofStaffordshire)

ThisresearchexplorestheConservativegovernment’spolicyofeducationalleadershipdevelopmentinitscurrentiterationandilluminatetherelationshipbetweenitsflagshipNationalProfessionalQualifications(NPQs) andGunter’s(2016)constructofknowledgeproductioninthefieldofeducationalleadership.

TheNPQsareaframeworkofstate-approvedandregulated,government-designedstandardsofmiddleand senioreducationalleadership.LeadproviderstenderbidstotheDfEto‘translate’theframeworksintocurricula, whichleadprovidersanddeliverypartnersdeliver.Tosecurequalityandﬁdelity,toprogrammes,theyare inspectedbyOfsted.NPQsarestate-promotedandregulatedstandardsofrecognition.

‘Post-neoliberalism’isdistancedfromacommitmenttomarketforces,whilstacquiringtendenciesalignedwith greaterdirectcontrol,authoritarianism(DaviesandGane,2021)andanti-democraticpractices.Gunter(2023) postulatesthesetendenciesarefundamentaltooligarchicsovereignty;governmentby‘club’elites.

Knowledgeproductionconceptualisesfourkeyconstructs:knowledge,knowings,knowersandknowledgeabilities(Gunter,2016).Therulesandprocessesofselection,translation,recontextualization;thetransferenceof knowledgetopolicyandpedagogy(GunterandMills,2016)andmodelsofleadershippractice,arekeytechnologiesoftheknowers.Gunter’s(2016)constructionofknowledgeproductionispoliticalandsociological illuminatingtheinterplayofpower,agencyandstructureinthepromotionofparticularinterests,agendasand choices.Equallysigniﬁcantarethegovernment’s,the‘oligarchicclubsovereignty’,philosophies,experiences andpractices,determiningknowledgeclaimsandpolicy-scopepositioning(Gunter,2023).

Thisresearchexploresthesecomplexinterplaysempiricallyandconceptuallythroughananalysisofpolicies andpracticesassociatedwiththedeliveryofNPQsthroughGunter’s(2016)knowledgeproductionconceptual framework.Theresearchwascarriedoutwith6leadproviders.Datawasgeneratedbydocumentaryanalysis, forexample,DfEguidance,programmespeciﬁcations,andwastriangulatedwithsemi-structuredinterviews with9leaderswithintheleadproviders’organisation.Thesamplingstrategywaspurposeful;individualswere identiﬁedfortheirorganisationalroleandwillingnesstoparticipate.

FindingsindicatethatKnowledgewithintheDfEframeworkandcurriculafromNPQleadprovidersisabodydeterminedasworthKnowingbytheDfEandatrustedbodyofKnowers.Knowersareknowledgeactorstrusted toselect,anddeemknowableKnowledgeandKnowingsthroughtheircreation,sustainabilityandchallenge (Gunter,2016).ThisKnowledgehasbeenidentified,selectedandverifiedbytrustedKnowers,whoarerequired todeemknowableKnowledgefromDfE-approveddirectoriesofknowledge.TheselectedKnowledgeislimitedandexclusionary,andtheuseoftypesofKnowledgeandwaysofKnowing,andtheKnowledgeabilities ofthosewhoarerecognisedastrustworthyknowersproactivelynarrowsandsilencesawide-rangingbodyof knowledgefromothersources.Finally,KnowledgeabilitiesarehowKnowersframeKnowledgeandKnowings toillustrate,emphasiseandsetdirectiontotheknowledgeclaimsbeingmade(Gunter,2016).Subsequently, fidelitytoknowledgeclaimsandknowledgibiltiesisfundamentalandsubjecttosignificantexternalscrutiny duringwritinganddelivery,someKnowersexperiencing‘doublethink’inpursuitoffidelity,andisreproduced duringactivationofnewKnowers.Ultimately,thisisaformofgoverningbyknowledgeproduction.

Schoolprincipals’socialjusticeleadershipforschool mindfulnessandteachers’commitment:themediatingroleof teachers’collectiveeﬃcacy

Friday,4thJuly-16:15:ParallelSession1(Wordsworth)-Theatre-AbstractID:189

Dr.MowafaqQadach (Al-QasemiAcademicCollegeofEducation)

Theroleofschoolprincipalsasleadersforsocialjusticeisvitalinfosteringinclusive,equitable,andsupportive environmentsthatpromotetheholisticdevelopmentofstudents,teachers,andcommunities.SchoolPrincipal SocialJusticeLeadership(SPSJL)emphasizesfairness,diversity,andinclusivity,shapingschoolclimatesthat nurtureteachers’well-beingandcommitment.ThisstudyutilizedFeng-IandWei-Lin’s(2019)scaletomeasure SPSJLacrossthreedimensions:justice,care,andcritique.Researchhighlightsthepositiveinﬂuenceofsocial justiceleadershiponschooldynamics,beneﬁtingstudentsandstaff(Brown,2021;Khalifaetal.,2018).However,thepathwaysthroughwhichSPSJLimpactsoutcomessuchasorganizationalmindfulnessandteachers’ commitmentremainunderexplored.

Groundedintheupperechelontheory(Hambrick&Mason,1984),whichpositsthatleadershipcharacteristics affectorganizationaloutcomesthroughthepromotionofprocesses,thisstudyexamineshowSPSJLinﬂuences schoolmindfulnessandteachers’affectiveandcontinuancecommitmentindirectly.Therefore,Iarguethat SPSJLaffectstheseoutcomesindirectlythroughTeachers’CollectiveEﬃcacy(TCE).

TCEreferstoteachers’sharedbeliefintheircollectiveabilitytopositivelyimpactinstructionalpracticesand studentdiscipline(Goddardetal.,2015).ElevatedlevelsofTCEcorrelatewithimprovedcollaboration,teaching strategies,andteachers’commitment(Goddardetal.,2020).TomeasureTCE,thisstudyadaptedSchechterand Tschannen-Moran’s(2006)questionnaire,whichfocusesontwodimensions:collectiveeﬃcacyforinstructional strategiesandforstudentdiscipline.

Organizationalmindfulness,deﬁnedbycollectiveawareness,adaptability,andattentivenesstoevolvingdemands,iscriticalforresilienceandminimizingdisruptionsineducationalecosystems(Da’as,2023;Weick& Sutcliffe,2001).Mindfulschoolsenableteacherstoengageactively,remaincommitted,andachievegreatersatisfaction(Braunetal.,2019;Öngel,Tabancali,&Korumaz,2022).Thisstudyemployeda12-itemscaledeveloped byShaniandSomech(2019),basedonHoyetal.(2006),tomeasureschoolmindfulnessthroughﬁvesubscales: focusonmistakesandfailure,reluctancetosimplify,sensitivitytooperations,commitmenttoresilience,and deferencetoexpertise.

Teachers’commitmentincludesnormativecommitment(TNC),continuancecommitment(TCC),andaffective commitment(TAC).TCCreﬂectsteachers’inclinationtoremaininschoolsduetotheperceivedcostsofleaving, whileTACcapturestheiremotionalconnectiontotheschool(Meyer&Allen,1997).Bothformsofcommitment fosterenvironmentswhereeducatorsaredeeplyengagedwiththeirroles.ThisstudyadaptedMeyerandAllen’s (1997)questionnairetomeasureTCCandTAC.

ThisstudylinksSPSJLwithTCEandexploresTCE’simpactonTCC,TAC,andschoolmindfulness.Themodel testedSPSJL’sindirecteffectsontheseoutcomesviaTCE.Datafrom91administratorsand1,076teachersin ArabsocietyschoolsinIsraelwereanalyzedusingstructuralequationmodeling(SEM).ResultsshowSPSJLpositivelypredictsTCE,whichsigniﬁcantlypredictedTCC,TAC,andschoolmindfulness.Finally,TCEfullymediates betweenSPSJLandschoolmindfulnessTCCandTAC.

Thisstudyenrichestheliteratureonsocialjusticeleadershipbydemonstratingitsindirectinﬂuenceonschool mindfulnessandteachers’commitmentthroughTCE.Theseﬁndingshaveimportantimplicationsforpolicymakersandeducationalleaders,highlightingthenecessityofsociallyjustleadershippracticestoenhanceschool effectiveness.

Symposium-Teacher LeadershipinTurbulent Times

TeacherLeadershipinTurbulentTimes

Friday,4thJuly-15:30:Symposium-TeacherLeadershipinTurbulentTimes(Noblesse)-SymposiumAbstractID:195

Dr.CharlesWebber

(MountRoyalUniversity)

Theproposedsymposiumwillintroducethesecondstageofaninternationalstudywhichisintendedtofacilitate deeperunderstandingsoftheroleofclassroom-basedteacherleadersinincreasinglypoliticizedandrapidly changingcontexts.

Thepresenterswillutilizethe“fourcommonhallmarksofteacherleadership”(Nguyenetal.,2020,p.67)which include(1)teacherleadersasinﬂuencers,(2)professionalpracticesbasedoncollaborationandtrust,(3)leadershipwithinclassroomsandthroughoutschoolcommunities,and(4)afocusonteaching,learning,andschool effectiveness.

Eachoffourpaperswilladdressthestudy’sprimaryresearchquestion: Howdoteacherleadersunderstand andenactinfluenceinthepoliticalandsocialdimensionsoftheirsocieties? Perspectiveswillbesharedfrom thecontextsofSpain,Romania,Mexico,andCanada.Eachpaperwillbeginwithanoverviewofrecentculturallyspecificresearchrelatedtoteacherleadership,followedbyasummaryoflocalizedcontextualfactors thatsupportorimpedethemanifestationofNguyenetal.’sfourhallmarks.Theauthorswillclosetheirpapers withaframeworkthatpositionsthegeneralizedfindingsofrecentresearchinjuxtapositiontoon-the-ground opportunitiesandtensionsassociatedwiththeinfluenceofteacherleaders.

TeacherLeadershipinTurbulentTimes–Paper1

Friday,4thJuly-15:42:Symposium-TeacherLeadershipinTurbulentTimes(Noblesse)-SymposiumAbstractID:197

Dr.MireiaTintore (UniversitatInternacionaldeCatalunya),Dr.GloriaGratacós(UniversidadVillanueva)

StateoftheArtonTeacherLeadershipinSpain

Researchshowsthatteacherqualityisthemostcrucialfactorimpactingstudentoutcomesandisaffectedby leadershipeffectiveness(Hanushek,2003;HanushekandWoessmann,2017;Hattie,2017;Rivkinetal.,2005). Consequently,havingteacherleadersinschoolsisafactorofundoubtedinterest.Teacherleadershipisatopic thatattractsincreasingattentioninSpain,asshownbythemostrecentreviewsonthesubject(Tintoréetal., 2023).Thispaperaimstoupdate,withdatafrom2022,thestateoftheartonteacherleadershipinSpainand relateittoSpanisheducationalpolicies.Spainisimmersedintheprocessofevolutionfromabureaucraticand management-focusedschooladministrationmodeltoamodelofpedagogicalleadershipthatshouldcounton teacherleaders’actionsandpromotetheirexistence.Thepaperanalyzessomecontextualelementsthatcan facilitateorhinderteacherleadershipinSpain,suchastheinitialandongoingteachertrainingsystems(Castro &Egido,2024),thelatestOECDrecommendationsforSpainregardingteachers(OECD,2023),andtheneedto reformtheprofession.

TeacherLeadershipinTurbulentTimes–Paper2

Friday,4thJuly-15:54:Symposium-TeacherLeadershipinTurbulentTimes(Noblesse)-SymposiumAbstractID:198

Dr.ElenaSeghedin (UniversitateaAlexandruIoanCuza),Dr.OvidiuGavrilovici(UniversitateaAlexandruIoanCuza)

SearchingforaFrameworkforEducationalPoliciesonTeacherLeadershipinRomania

Startingfromthemaintheoreticalideas,objectivesandresearchinstrumentsoftheﬁrststageofthe InternationalStudyofTeacherLeadership, wedescribethesocial,economic,educational,andculturalelementsof Romanianpost-communismsociety,whichhavepolicyandpedagogicalimplicationsforteachers’professional development.

OurstudydesignincludedactivitiesthatstartedinJuly2023byinvolvinggraduatestudents,enrolledinthe PolicyandManagementinEducation master’sdegreeprogram,inresearchassistantrolesduringthestepsof translationandadaptationofthedata-gatheringinstruments(questionnaires,interviews,andoralhistorynarrativetechniques).ThenextactionsbeganinOctober2023andaddressedtheISTLIIresearchgoalanditsnew researchquestions,whichfocusonteachers’professionalidentityandonthesocialandpoliticaldimensionsof currentRomaniansociety.

Ourqualitativeanalysesareinprogress,butourearlyfindingsallowustopresentthehighlightsofanemerging teacherleadershipprofessionalismmodelthatrepresentsanimportantsetofprofessionalcompetences,prosocialattitudes,andmoralvalues.Ourfindingsrelatetoattributesofteacherleadership—engagementand commitmentcorrelatedwithtrust,autonomy,reflectivity,anddecision-makingprocesses,forexample—and couldformthebasisforusefulrecommendationsforaRomanianschooleffectivenessdevelopmentstrategy.

TeacherLeadershipinTurbulentTimes–Paper3

Friday,4thJuly-16:06:Symposium-TeacherLeadershipinTurbulentTimes(Noblesse)-SymposiumAbstractID:199

Dr.EdithCisneros-Cohernour (AutonomousUniversityofYucatan)

TeacherLeadershipintheSocioculturalContextofMexico

Thispaperusesthefourhallmarksofteacherleadership(Nguyenetal,2020)toexaminewhatfactorsofthe socioculturalcontextofMexicocontributeorimpedeteacherleadershipdevelopmentandimplementationin Mexico.TheﬁrstpartofthepaperprovidesanoverviewoftheMexicaneducationalsystem,itsmainactors andcharacteristicsofteacherpreparationanddevelopmentprograms,aswellastheimplicationsofMexican educationalpoliciesonteacherpreparationandevaluation.

Next,wewillpresenttheﬁndingsofoursystematicreviewontheresearchonteacherleadershipinMéxico. Somepreliminaryresultsofthisreviewindicatethatrecentresearchisbeginningtohighlighttraitsofleadershipsuchascollaborationandreﬂexivity,althoughsomestudiesrefertodistributiveleadershipassimplysolicitingthecollaborationofteachersandparentsbyschoolauthorities.Despitethis,somenewstudiesexplore teacherleadershipclosertothewayitisconceptualizedbythebroaderinternationalresearchcommunity. MoreresearchisneededonthestudyofteacherleadershipinMexico,givencurrentpoliciesandchallenges.

TeacherLeadershipinTurbulentTimes–Paper4

Friday,4thJuly-16:18:Symposium-TeacherLeadershipinTurbulentTimes(Noblesse)-SymposiumAbstractID:200

Dr.CharlesWebber (MountRoyalUniversity),Dr.JanetOkoko(UniversityofSaskatchewan)

GroundingTeacherLeadershipinthePoliticsoftheCanadianProvincesofSaskatchewanandAlberta ResearchersstudyingteacherleadershipintheCanadianprovincesofSaskatchewanandAlbertahighlighted theimportanceoforganizationalsupport,workplacerelationships,andteacher-principalcollaboration(Heim &Marshall,2022;Stelmachetal.,2024).Similarlyimportantistheneedforschool-basedleaderstoserveas alliestopopulationssuchasIndigenouspeoples(Jutras&Wallin,2024)andtorespondtowide-rangingcultural, linguistic,andreligiousdiversity(Okoko,2019).Others(Brown&Friesen,2023)articulatetheurgencyforschool leaderstofocusonstudentlearning,professionallearning,andresearch-informedpractices. Thesigniﬁcanceofstudiesofteacherleadershipcannotbeoverstated.Theyinformpolicymakersandpractitioners.Nonetheless,thepoliticsofeducationinAlbertaandSaskatchewanintroduceasteadystreamof tensions(Webber,2023).Bothprovincescurrentlydealwithintensepublicdebatesaboutsexeducationand pronounusageinschools(CBC,2023).Politicizeddialoguecontinuesaboutinadequateuseofage-appropriate curriculumthatreﬂectsIndigenousknowledge(TruthandReconciliationCommissionofCanada,2012).Recordbreakingpopulationgrowthchallengesthecapacityofschoolstoaccommodatelearnersandtohireteachers quicklyenough(CBC,2024).Theseandothercomplexities–funding,demandsforschoolchoice,publicresistancetonewcurricula–challengesuccessfulmanifestationofthehallmarksofteacherleadership.

ParallelSession1

BeingandBecominganIrishPrimarySchoolPrincipal:AView fromtheInside

Friday,4thJuly-15:30:ParallelSession1(Shelley)-Theatre-AbstractID:225

Mrs.AnnaMaiRooney (Oide)

TheprevailingnegativeperceptionoftheroleofthePrimaryschoolPrincipalinIrelandsetagainstthearticulationbysomanyPrincipalsoftheirloveandenjoymentoftherolewastheimpetusforthisstudy.Thereasons whyIrishPrincipalsappreciatetheirpositionandcelebratetheirachievementsareexploredwhilethebenefits andthechallengesofPrincipalshiparehighlighted.Thestudyalsoexaminesthemanycomplexitiesoftherole andhowboththebenefitsandchallengescanbeinfluencedbyeffectivedistributedorcollaborativeleadership. WithaviewtounderstandingprimaryPrincipalshipfurther,thecircumstancesofrecruitmenttotheroleare interrogatedtodeterminethevariouspathwaystotheroleandtheemotionaldevelopmentofthepersonofthe leaderisexploredwithrespecttotheirevolutionasPrincipal.Themannerinwhichrecruitmentandemotional developmentinfluencesthebenefitsandchallengesofPrincipalshipisinvestigatedasistheessentialnatureof qualityprofessionallearningandbespokesystemsupports.

Framedinaninterpretivistparadigm,thisempiricalstudyusedfifteensemi-structuredinterviewstocollectthe datawhichwasanalysedusingthematicanalysistogeneratetheresearchfindings.Thefindingssuggestthatthe benefitsofPrincipalshiparenotsufficientlyshowcasedorexploredineithertheliteratureortheprofessional learningprovidedforPrincipals.Secondly,thecomplexitiesoftherolearewelldocumented,andthefindings advocateforthepotentialofeffectivedistributedleadershipwithafocusonthedevelopmentofthepersonof theleadertomanagethecomplexities.ThroughthelensofthenewlyappointedPrincipal’sposition,thedata indicatesthemuch-misunderstoodcircumstancesofrecruitmentandtheirpotentialtosignificantlyinfluence thebenefitsandchallengesoftherole.Additionally,thedatapointstotheimportanceofbespokeprofessional learningtoaddresstheemotionaldevelopmentofthePrincipalandtoguideandsupportnewlyappointedPrincipals,particularlyinrelationtoshadowing,hand-overandpractice-basedprogrammes.Finally,thisstudy’s findingshighlightasignificantlevelofdisconnectbetweentheIrisheducationsystemandtheday-to-daylived experiencesofprimaryPrincipals.Accordingly,thestudysuggeststhatthetimeisrightforpractitioners,policy makers,andeducationalstakeholderstolistenmorecarefullytoeachotherandtoworkmorecollaboratively togethertoensurethattheroleoftheIrishprimaryPrincipalismademoresustainable,morerewardingand, ultimately,moreattractivetoaspiringleaders.

LeadingThroughBacklash:ExploringSchoolLeaders’ Decision-makingExperiencesWhileNavigatingCompeting StakeholderDemandsonSociallyContentiousIssues

Friday,4thJuly-15:45:ParallelSession1(Shelley)-Theatre-AbstractID:33

Dr.GeorgePanayiotou (UniversityofColoradoDenver),Dr.JuliaMahfouz (UniversityofColoradoDenver),Ms.RanaBassaj (UniversityofColorado,Denver),Mr.AnastasiSharp (UniversityofColorado,Denver),Mr.AndrewDutch(Universityof Colorado,Denver)

Schoolleadersincreasinglyfacebacklashfromdiversestakeholdergroupswhopressurethemtoeitheraccept orrejecteducationalideasandpoliciessurroundingsociallydivisiveissues(Blosseretal.,2023).Publiccontroversiesfromdivergentperspectivesontopics,suchasincludingcontestedcriticaltheoriesincurriculaor adoptingprogressiveidentityconstructsinschoolsettings,heighteneducationalleaders’exposuretobacklash fromstakeholdersthateithersupportorrejecttheseinterventions.Despitethesignificanceofthesechallenges, fewempiricalstudiescapturethedecision-makingexperiencesofschoolleadersandtheirleadershipbehaviors astheynavigatethesehigh-pressureenvironments(Mahfouz,2020;Mutch,2015;Reynolds&O-Dwyer,2008). Thepurposeofthisstudyisthreefold:first,touncoverbehaviorsthatcontributetoeffectiveleadershipduringperiodsofbacklash;second,toexplorethevariousfactorsthatinfluenceleaders’abilitytomanagethese challengingsituations;andthird,toprovideapracticalleadershipframeworktosupportschoolleadersasthey navigatethecomplexitiesofstakeholderbacklash.Thisstudyalignswiththeconferencethemesof“leadership forequity,diversity,andsocialjustice,”“LeadershipDevelopment,”and“leadershipintimesofcrisis.”

Centeringonthisproblemofpractice,thestudyaddressestworesearchquestions:(1)Howdoschoolleaders interpreteffectiveleadershipbehaviorsformanagingconﬂictingstakeholderdemandsforsociallycontentious issues?and(2)Whatfactorscontributetothevaryingeffectivenessofschoolleadersinmanagingstakeholder backlashonsociallycontentiousissues?

TheoreticalandConceptualFrameworks

ThisstudyemploysBandura’s(1986)socialcognitivetheory(SCT)toprovideatheoreticalframeworkforexploringeffectiveleadershipbehaviorthroughthedynamicreciprocityofenvironmental,behavioral,andpersonal factors.ComplementingSCT,thestudyintegratessocialandemotionalcompetencies(SECs)usingCASEL’s5 dimensions(CASEL,2024).Byaddressingboththebroaderenvironmentalandpersonalinﬂuences(SCT)and speciﬁcleadershipbehaviors(SECs),theseframeworksworkinconcerttoexplorehowschoolleadersinterpret effectiveleadershipformanagingbacklash.

Methodology

Aqualitativemethodologyoptimallyexploresschoolleaders’livedexperiences(Creswell&Creswell,2018).The studyusessemi-structuredinterviewstocapturethesociallyconstructedmeaningsofleadershippractices.SCT andSECsguidethedevelopmentoftheinterviewprotocol.Interpretivephenomenologicalanalysis(IPA)shapes thestudy’sinstrumentation,focusingonhowschoolleadersmakesenseofsigniﬁcantlifeexperiences(Charlick, 2016).ByadoptinganIPAapproach,theinstrumentengagesreﬂexivelywithparticipants’experiences,enabling adeeperunderstandingbysteppingintotheirperspectives.Throughpurposefulandsnowballingsampling,the studyincludes20participantsfromprimaryandsecondaryschoolsintheUKandtheUSA.

Preliminaryﬁndings

Thestudy’sfindingsrevealthatschoolleadersmanageconflictingstakeholderdemandsforsociallycontentious issuesthatelicitbacklasheffectivelywhentheyintegrateemotionalintelligence(self-awareness,socialawareness,andself-management)intotheirleadership.Embracingresponsibleandtransformationalleadershipbehaviorsenhancestheirdecision-makingduringbacklashfromstakeholders.Thefindingsalsohighlighttheimportanceofbuildingrelationaltrustacrossthesegroups.Lastly,theparticipantsidentifiedspecificskillssuchas

resilience,mindfullistening,andemotionregulationascriticalinaddressingstakeholderbacklashstreaming fromsociallycontentiousissues.

PromotingResilienceinTurbulentEducationalTimes–the needforamulti-levelapproach.

Friday,4thJuly-16:00:ParallelSession1(Shelley)-Theatre-AbstractID:228

Prof.MichaelBottery (HullUniversity)

Oneimportantresponsetotheturbulenceofmucheducationalactivityatthepresenttimeisthroughdeveloping formsofindividualandinstitutionalresilience.Thisseemsatﬁrstblushtobeastrongandappropriatemeansof respondingtocurrentconcerns,yetthereareanumberofissueswhichneedconsideringintheuseofresilience strategies.Thispaperdiscussesthreeofthem.

Afirstisthatitmightbearguedthatthebestapproachtodealingwithsuchproblemswouldbeintackling theircauses‘upstream’–inotherwords,beforeorastheyjustbegin,ratherthanreactingtothemwhenthey impact‘downstream’.Nowoneresponsewouldbetomaintainthattherearemanytimeswhenthingsare onlynoticedwhentheyimpact‘downstream’,andsoensuringthatpeopleandtheirplacesofeducationalwork aresufficientlyresilientwhentheturbulentandtheunexpectedoccurs,wouldnotonlybethefirstbutthe beststrategy.However,thispaperarguesthatunlesseducatorsconsciouslyadoptupstreamaswellasdownstreamperspectivesandactions,thentheneedforastrategyofdownstreamresiliencebecomesaself-fulfilling prophecy,ratherthanpartofalargerandmorecomprehensiveapproach.

Second,whilst‘resilience’ismostoftenusedintheeverydaysenseofbeingabletobouncebackfromsuch turbulence,thereareother,verydifferentmeaningstotheterm,whichcansuggestdissimilar-evencontradictory-strategiesandreactions.Thispaperthenexploreshowsomeinterpretationsofitsvariedmeaningsmay producecounter-productiveresponsestrategies.Thispapersuggeststhatitwasprincipallyemployedinone discipline–ecology-beforebeingappropriatedbyotherdisciplines,mostnotablyinbusinesseconomics.In theprocessitsmeaning–anditsvalues-hasbeentransformedinwayswhichneedviewingwithconsiderable cautionbyeducators,assuchusagemayleadtothesubversionofitsoriginalmeaning,andmaythenexacerbate currenteducationalproblems.

Athirdandﬁnalissueisthatdeﬁnitionsof‘resilience’areoftendeterminedbythefocusofthedisciplinewithin whichitisutilised.Ifthatdisciplineisheavilyfocusedatonelevel(e.g.themicro-level),thenitislikelythat theexplorationofthecausesandimpactsofturbulenceanduncertaintieswillalsobefocusedprimarilyatthis level.Amorecomprehensive‘panarchic’approachisthenneeded,wherecauses,impactsandstrategiesof resilienceareappliednotjusttoinstancesatthemicro-level,butatmeso-,andmacro-levelsaswell.Thepaper concludesthatsuchmulti-levelunderstandingofthecausesandimpactsofturbulencewouldhelpcreatemore comprehensiveunderstandingsandstrategiesofresilience,andwouldhelpchangethemindsetsofeducators tolookbeyondcurrentroles,andhelpbuildmorecollaborativeformsofeducationalleadership.

Symposium-ACritical Examinationof Inspectionframeworks andpracticesinEngland andtheUAE

ACriticalExaminationofInspectionframeworksand practicesinEnglandandtheUAEPaper2

Saturday,5thJuly-09:00:Symposium-ACriticalExaminationofInspectionframeworksandpracticesin EnglandandtheUAE(Noblesse)-Symposium-AbstractID:91

Dr.MengTian (UniversityofBirmingham),Prof.ColinDiamond (UniversityofBirmingham)

InEngland,currentpunitiveandperformativeinspectionpracticeshaveintensiﬁedpublicresentmenttowards theOﬃceforStandardsinEducation,Children’sServicesandSkills(OfSTED).In2024,anewHisMajesty’sChief Inspectorwasappointed,initiatingasystem-widereviewoftheinspectionframeworkandpractice.InJuly 2024,theLabourgovernmentwonthegeneralelection,raisinghopesofresettingtheaccountabilitysystem. Againstthisbackdrop,thispaperpresentsaninsider’sviewofOfSTED.ElevenformerHerMajesty’sInspectors andservingOfSTEDinspectorswereinterviewed.Throughthelensesofespousedtheoriesandtheories-in-use, thisstudyuncoveredinspectors’sharedconcernsaboutanincreasinglypoliticisedOfSTED,anarrowedfocus oneducationquality,anincreasedworkloadanddiminishedprofessionalautonomy.Somerootcausesbehind inconsistentinspectionjudgementsandhighlystandardisedinspectionreportswereexplained.Whileonlya fewinspectorswantedtoabolishone-wordjudgementsatthetimeoftheinterviews,allexpressedgenuinebelief inthevalueofinspectionwhencarefullydesignedandproperlyconductedtoservepupilsandschools.This paperhighlightswhyscrappingone-wordjudgementsisawelcomechange,butmoreworkisneededtorebuild trust,professionaliseanddepoliticiseOfSTED,encouragelocalingenuityandlowerthestakesofinspections.

ACriticalExaminationofInspectionframeworksand practicesinEnglandandtheUAEPaper1

Saturday,5thJuly-09:20:Symposium-ACriticalExaminationofInspectionframeworksandpracticesin EnglandandtheUAE(Noblesse)-Symposium-AbstractID:92

Dr.KathrynSpicksley (UniversityofBirmingham),Prof.BenKotzee(UniversityofBirmingham),Dr.MengTian (Universityof Birmingham)

TheframeworkusedbytheOfficeforStandardsinEducation,Children’sServicesandSkills(Ofsted)toinspect schoolsinEnglandisfrequentlyrevised,withthemostrecentrevisiontakingplacein2019.Inthispaper,weuse corpus-assisteddiscourseanalysistocompare390schoolreportspublishedunderthemostrecent2019‘EducationInspectionFramework’(EIF)with390schoolreportspublishedundertheprevious,2015‘CommonInspectionFramework’(CIF).Wefocusprimarilyonthediscursiveconstructionofcurriculumandteacherworkload, giventhestatedintentionsofthe2019EIF,however,thisleadsintowiderdiscussionsaroundthediscursive constructionofleadershipresponsibilitiesintheEIF.WefindthattheEIFengendersincreasedresponsibility forschoolleaders.Furthermore,theEIFdecreasescertaintyaroundinspectioncriteriaandfoci,whileatthe sametimeincreasingthecomplexityoftasksforschoolleaders,particularlyarounddiscussionsofstaffwellbeing.ThesefindingscontributetoaholisticunderstandingofthenegativeresponsestotheEIFamongstschool leaders.

ACriticalExaminationofInspectionframeworksand practicesinEnglandandtheUAEPaper3

Saturday,5thJuly-09:40:Symposium-ACriticalExaminationofInspectionframeworksandpracticesin EnglandandtheUAE(Noblesse)-Symposium-AbstractID:93

Dr.DawnEngland (UniversityofBirmingham)

AsEducationalTechnology(EdTech)becomesincreasinglyprevalentinschoolsworldwide,itiscriticaltounderstandtheinclusionofthisinInspectionFrameworks.ThestudyinvestigatescurrentEdTechintegrationtrends anditsinfluenceoninspectionratingsandstudentlearningoutcomeswithintheDubaiInspectionFramework whichwasmodelledafterOfsted.UtilizingtheCRISP-DManalyticmethod,thestudyanalyzedcontentfrom alltheavailable(N=169)schoolinspectionreportsfrom2019toearly2023inDubaiPrivateSchools(DPS),encompassing278,019students,usingamixed-methodsapproachtodataanalysis.Findingsrevealthatwhile EdTechisintegratedin97.63%ofDPS,itsoverallimpactonstudentoutcomeislimited.EdTechiswrittenas effectiveand/orinnovativeininspectionreportsonlyinhigher-ratedschools,withsignificantsubjectspecific differences.Sixmajorchallengeswereidentifiedininspectionreports,withthemostprevalentbeinginconsistent(63.7%ofthechallenges)andlimited(52.48%)useofEdTechbyteachers.Thestudyraisesimplications forinformedinspectionandpolicy-makinginadigitallyevolvinglandscapeandconcludesbyrecommending arefinedevaluationframeworkforEdTech,informedbyinternationalstandards,todriveinclusionandschool improvementglobally.

Symposium-Sustainable SchoolLeadershipin

TurbulentTimes: FindingsandImplications

SustainableSchoolLeadershipinTurbulentTimes:Findings andImplicationsfromaUK-widestudy–Paper1:Settingthe Scene:usingplace,identityandleadershiptoexplore leadershipsustainability

Saturday,5thJuly-09:00:Symposium-SustainableSchoolLeadershipinTurbulentTimes:Findingsand ImplicationsfromaUK-widestudy(RenaissanceSuite)-Symposium-AbstractID:130

Prof.TobyGreany (UniversityofNottingham),Dr.MikeCollins(UniversityofNottingham),Dr.TomPerry(Universityof Warwick)

ThispapersetsthecontextandintroducestheongoingUK-wideResearchingSustainableSchoolLeadership (ReSSLe)study,whichfocussesonboththesupplyofheadteachers(i.e.succession‘pipeline’issues,suchashow headsareidentiﬁed,trainedandsupported)andﬁtnessforpurpose(i.e.howtounderstandleadershipina changingworld).

WestartbydescribingkeyfeaturesofdevolvededucationpolicyandpracticeineachUKnationbeforeprovidingcoredefinitionsandassumptionswhichunderpintheresearch.First,thewaysinwhichleadershipand leadershipdevelopmentaredefinedreflectunderstandingsofwhateducationis‘for’.Second,weseeleadershipas:a)culturallysituatedandcontextspecific,b)distributed,andc)aprocessofinfluencegearedtowards theachievementofsharedgoals.Third,weseeleadershipdevelopmentasaprocessofindividualcareer-long growth.Fourth,wesee‘sustainability’asrequiringanunderstandingnotonlyofsupply,butalsodiversity, equity,qualityandfitnessforthefuture.

Wethendescribetheprojectdesign,whichincludes:literaturereviews,expertinterviews,localitycasestudies, analysisofsecondarydata,andsurveysofleadersineachnation.Weadoptapragmaticandconstructivist stance,inquiringintoleadershipthroughtheexperienceofleaders,seekingtoholddifferentparadigmsincreativetension.Asacomparativestudy,weseektopayattentiontoprocessesofchange.

Wesetouttheproject’sconceptualframework,informedbyliteraturesonidentifyandplace.Professional identitiesaredynamicandchangeovertime,althoughwestriveforaunifyingsenseofself.Identitiesinclude individualandcollectiveaspects,aresociallyconstructed,andareinﬂuencedbymultiplefactors,including biography,history,culture,emotions,andprofessionalnorms.Identitiesarenegotiatedatmicroandmacrolevels,soareboundupwithissuesofvalues,powerandlegitimacy.Arangeofplace-relatedissuesmeanthat everyschoolisunique,shapingthekindsofleadershiprequired.Whilethelocalcanbeunderstoodasaboundariedplace,placecanalsobeseenasasiteofpower,throughwhichinformation,people,things,anddiscourses ﬂow.Furthermore,placeoperatesatdifferentscales-national,regional,local–whichinteract.Drawingdata fromsevenlocalitycasestudies,weillustratehowweareusingthisframeworktosupportourongoinganalysis.

Finally,informedbyourprojectliteraturereview,wehighlightthestudy’semergingcontributions,including itspotentialforcritiquingtheglobalpolicyconsensusthatthereis‘one-bestway’todoleadership

SustainableSchoolLeadershipinTurbulentTimes:Findings andImplicationsfromaUK-widestudy–Paper3:Sustainable SchoolLeadershipAcrosstheUK:Findingsfromthe SecondaryDataAnalysisandSurvey

Saturday,5thJuly-09:20:Symposium-SustainableSchoolLeadershipinTurbulentTimes:Findingsand ImplicationsfromaUK-widestudy(RenaissanceSuite)-Symposium-AbstractID:229

Dr.TomPerry (UniversityofWarwick),Prof.TobyGreany(UniversityofNottingham),Dr.MikeCollins(Universityof Nottingham)

TheﬁnalpaperinthesymposiumdrawsonadministrativesecondarydatafromthefourUKnationsanddata fromaUK-widelarge-scalesurvey.Wecomparehowtheworkforceineachnationhaschangedovertimeand examinekeysustainabilityissuessuchasturnover,careerdevelopment,workforcecompositionandschool leaderexperiences.

Thesecondarydataanalysisusesindividual-levelworkforcedatafromEngland(2010-2023),Scotland(20102023),andWales(2019-2023)andisanalysedalongsidepublicstatisticsfromNorthernIreland.Theanalysis coversfourareas:

1.WorkforceComposition,givingadetailedproﬁleofseniorleadersbygender,age,ethnicity,contract typesandqualiﬁcations,andhowthesehavechangedovertime.Dataarebrokendownbyschoolphase, type,intakecharacteristics,performanceandlocation.

2.SupplyandSustainability,whereweaddressthecriticalquestionofcurrentandfutureleadershipsufﬁciencyandanalysetrendsandidentifypredictorsofturnover,retirement,sicknessandabsence.

3.DevelopmentandCareers,whereweinvestigatecareerprogressionratesandtrajectories,exploring linksbetweenleadershiptraining,qualiﬁcationsandcareeradvancementalongsidecharacteristicsof individuals,school,locationsandsystems.

4.LeadershipTeamsandContexts,lookingatteamcompositionandconﬁgurations,includingsize,experiencevariations,ethnicandgenderbalance,andleadershiphierarchies.

TheUK-wideSustainableSchoolLeadershipSurveygathersin-depthinformationon:personalandcareerbackgroundsandexperience;valuesandmotivations;leadershipexperiencesandperspectives,allowingleaders toshareinsightsonchallengesandsuccesses;developmentopportunitiesandtheirperceivedimpact;school characteristicsandsupportstructuresavailabletoschoolleaders;schoolcontextsandcommunitydynamics, understandingleadershipinrelationtoplaceandcommunity;andopen-responsereﬂectionsfromleaderson theirexperiencesandonfosteringsustainableleadershippractices.

Drawingonkeyresultsfromacrossextensiveanalysesoftheworkforceandsurveydatasets,thispaperpresents findingsinterrogatingseveralthemes:First,wedescribehowtheworkforceischangingoveraperiodofovera decade,comparingresultsacrosstheUKnations.Keyfindingsincludeshiftsintheageprofile,andethnicityand gendergapsacrosstheworkforces.Second,weassesstheadequacyofcurrentandfutureleadershipsupply, consideringissuesof‘hot’and‘cold’spotsforleadershipsupply;howleadershipturnovervariesaccordingto individual,school,localandsystemicfactors;andgenderandethnicitygapsincareerprogression.Wealso identifythefactorsthatinfluenceleaders’decisionsandoutcomeswithrespecttopromotion,schoolmoves, andworkforceexits.Finally,weconsiderthecurrentexperiencesandperspectivesoftheworkforceacrossthe fourUKnationsandwhatthissuggestsaboutthepresentstateandprospectsforsustainableschoolleadership acrosstheUK.

SustainableSchoolLeadershipinTurbulentTimes:Findings andImplicationsfromaUK-widestudy–Paper2:WhatDrains AndSustainsLeadersInEngland,ScotlandAndNorthern Ireland?FindingsFromSevenPlace-BasedCaseStudies

Saturday,5thJuly-09:40:Symposium-SustainableSchoolLeadershipinTurbulentTimes:Findingsand ImplicationsfromaUK-widestudy(RenaissanceSuite)-Symposium-AbstractID:260

Dr.MikeCollins (UniversityofNottingham),Prof.TobyGreany(UniversityofNottingham),Dr.TomPerry(Universityof Warwick)

Thesecondpaperofthesymposiumintroducesthesevenplace-basedcasestudiesthatformamajorstrandof thewider,mixedmethods,ResearchingSustainableSchoolLeadership(ReSSLe)study.Thepaperdescribesthe casestudies’designandrationalebeforeintroducingpreliminaryheadlinefindingsfromtheanalysis. Theselectionofthesevenlocalitiesisbrieflyreviewedfirst.Weplannedforadistributionoflocalitiesacrossthe threeUKnationsthatarethemainfocusofthestudy:threeinEnglandandtwoeachinScotlandandNorthern Ireland(ourlightertouchreviewinWalesdoesnotincludecasestudies).Wetooklocalitiestobeplaceswitha cleargeographicdefinition,usuallyalignedwithadministrativeboundariessuchasLocalAuthorities.Informed bynationallyavailabledataandsteeredbyournationaladvisorygroups,weidentifiedthesevenlocalities, seekingtoensurearangeintermsofgeographiclocation,urbanandnon-urbancontexts,socio-economicand demographicfactors,andthenatureandperformanceoflocaleducationalprovision.

Thepaperthenoutlinesthedesignofthecasestudiesandtheapproachtocollectingdata.Ineacharea,we wantedtogaininsightinto:theexperienceofleadingschoolsinaparticularplace;howpeoplehavebecome headteachersthere;howleadersandschoolsaresupported;whatchallengesthem;howleadershipdevelopmentworksinthearea;ifandhowschoolsworktogether,andwhotakeswhatroles.Thesedimensionsof leaders’experiencewereimportantforaddressingthecentralresearchquestionsofthestudywhichfocuson boththesupplyofheadteachersandﬁtnessforpurposeofschoolleadershipandpreparationforleadershipin achangingworld.

Themainmethodsusedweresemi-structuredinterviewsandfocusgroupswithlocalleaders(includingsenior leadersfromlocalauthoritiesandtrustsandprovidersofleadershipdevelopment),servingandpotentialheadteachers,andemployers.Wherefeasibleweundertookobservationsofleadertrainingeventsandnetwork meetings.Wealsomadeuseofpubliclyavailabledocumentsanddata.Intotal,wecompleted111interviews andheardfrommorethan130participantsacrossthelocalities.

Finally,thepaperintroducesandpresentssomepreliminaryﬁndings.Forthispaper,asubsetoftheanalysesisdescribed.Beforeeachinterviewwithschoolleaders,theywereaskedtocompleteapro-formaaskingwhatdrainedthem,andwhatsustainedthemintheirrole.Thiswasthendiscussedatlengthduringthe interview.Thispaperconcentratesmainlyoncommonthemesinparticipants’responsestothepromptsand questionsaboutwhatdrainsandsustainsthem.Inconclusion,ananalysisispresented,comparingcasesand geographies.

ParallelSession2

EducationalDifferentiationthroughtheLensofLeadership:A SynthesisofHistoricalPolicyPendulumSwingsandSystemic Complexity

Saturday,5thJuly-09:00:ParallelSession2(Keats)-Theatre-AbstractID:28

Mrs.JohannaLüddeckens (LinnaeusUniversity)

Thisabstractpresentsasynthesisoftwoarticlesexaminingeducationaldifferentiationwithaparticularfocus onschoolleadershipandSwedishhistoricalpolicydevelopment.Bothstudiesaddressdifferentiationasakey conceptinfosteringinclusivityineducation,althoughtheyapproachthetopicfromdifferentperspectives— onefromacontemporary,leadership-focusedperspectiveandtheotherfromahistoricallensanalyzingthe Swedisheducationsystem’sevolution.

Thearticle BridgingPolicyandPractice:AReviewofSchoolLeadershipinDifferentiationfromaSystemPerspective examinesschoolleadership’sroleinmanagingdifferentiationandinclusivity.Areviewof15articleshighlightedtheimportanceofdistributedleadership,inwhichprincipalsdelegateresponsibilitiestofosteracollaborativeenvironmentfordifferentiatedinstruction(DI).Thisapproachunderscoresthesignificanceofleadership inovercomingadministrativechallengesandinpromotingprofessionaldevelopment.Effectiveleadershipis crucialforinclusivepractices,requiringprincipalstocomprehensivelyunderstandtheeducationalsystemand addressdiversestudentneeds.Thisresearchsituatesdifferentiationwithinasystemsthinkingframework,linkingschoolculture,policies,andleadershipbehaviorstotheimplementationofdifferentiationandinclusivity. BalancingEducationalReforms:TheHistoricalPendulumSwingofDifferentiationandEquityintheSwedishEducationSystem examinesorganizationalandpedagogicaldifferentiationfromthe19thcenturytothepresent. Itoutlinesthefluctuatingbalancebetweeninclusiveandexclusivepractices,notingreforms,suchasthe‘Folkskolan’andcomprehensiveschoolcurricula.Thestudyillustrateshowpoliticalandsocietalchangeshaveinfluencedwhetherstudentsaregroupedbyability(organizationaldifferentiation)orwhetherteacherstailortheir methodstodiverseclassrooms(pedagogicaldifferentiation).Itidentifiesarecurringpendulumswing,with recenttrendsfavoringorganizationaldifferentiationsuchasspecializedteachinggroups,whichchallengeinclusiveeducationgoals.

Together,thesetwoarticlesprovidearichsynthesisoftheroleofdifferentiationineducationfrombothleadershipandpolicyperspectives.Thetheoreticalframeworksemployedinsystemsthinkingandhistoricalanalysis complementeachother,offeringinsightsintohowleadershipandeducationalstructuresinteracttoinﬂuence differentiationstrategies.Whileleadershipstudiesemphasizetheactiveroleofschoolleadersinfosteringinclusivitythroughcollaborationandprofessionaldevelopment,thehistoricalanalysistraceshowdifferentiation hashistoricallyoscillatedbetweeninclusionandexclusion,inﬂuencedbybroadersocietalandpoliticalshifts. Thesynthesisofthesetwoperspectiveshighlightsthecomplexityofachievingequityineducationthrough differentiation.Schoolleadershipispositionedasacrucialleverforpromotinginclusivepractices;however, historicaltrendsindicatethatsystemicandpolicy-levelfactorscaneithersupportorhindertheseefforts.The articlesjointlysuggestthatsuccessfuldifferentiationrequiresnotonlystrongleadershipbutalsoasupportive policyenvironmentthatprioritizesinclusivitywhilebalancingpracticalimplementationchallenges.Thisdual focusonleadershipandhistoricalcontextoffersvaluableimplicationsforbotheducationalpractitionersand policymakersaimingtonavigatethetensionbetweendifferentiationandequity.

Inconclusion,bycombininginsightsfrombothleadershiptheoryandhistoricalanalysis,thesestudieshighlighttheneedforanintegratedapproachtodifferentiation—onethatismindfulofthesystem-widefactors shapingeducationalpracticesandsupportsschoolleadersintheireffortstocreateinclusive,adaptivelearning environments.

UsingActionandActivistResearchProcessestoEnactSchool ChangeProjects

Saturday,5thJuly-09:15:ParallelSession2(Keats)-Theatre-AbstractID:179

Prof.LyndaTredway (EastCarolinaUniversity),Prof.JosephFlessa (OISE,UniversityofToronto),Prof.MatthewMilitello (East CarolinaUniversity)

Inthispresentationwewillsharetheresultsofanalysisandinterpretationof58EdDthesesinwhichtheEdDstudentsusedaparticularformofparticipatoryactionandactivistresearch(PAAR)toimplementchangeprojects intheireducationalinstitutions.InthisPAARprocess,EdDstudentsactasleadresearchersandengageparticipants(3-6co-practitionerresearchers)inaPAARprojectandstudyoverthreecyclesofinquiry(18months). Duringthattime,theycollectandanalyzequalitativeevidencefromthecyclesofinquiryandcollectivelydecideonandenactchangesorimprovements.Theprimarydatasourcesincludefieldnotes,observations,conversations,reflectivememos,andCommunityLearningExchangeartifacts.Eachleadresearcherfacilitates professionallearningsessionsinwhichtheyanalyzeandusedataandmakecollaborativedecisionsaboutnext steps.ThegoalofusingPAARintheEdDprogramisthatdoctoralstudentswillcontinuetousethisprocessin theirrolesasschoolanddistrictleaderswhentheycompletetheEdDstudy.Asaresultcommontofindings, theCPRteammemberswithwhomtheleadresearchers(EdDstudents)workbecomemorefamiliarwiththe processes,andtheytakeonrolesasanchorsandambassadorsforthePAARprocessandthechangeeffort.The professionaldoctoratehastheambitiousgoalofconnectingtheoryandpractice;becausethisprocessrequires thatEdDstudentco-developtoolsofusetocolleagues,thoseconnectionsarebuiltinfromthebeginningofthe dissertationprocess.

ThepresenterswillshareﬁndingsfromtheanalysisoftheseEdDdissertations,illustratedwithspeciﬁcexamples.Theanalysisfoundthat:

•Schoolleaderscultivatedthenecessaryconditionsforschoolchange,byprovidingstructureandsupport toinfusedaytodayprocesseswithapedagogyoftrust

•Circularleadershipsupportedcollectiveeffortforenactingchange

•CommunityLearningExchangeaxiomsplusliberatorydesignmodes,mindsets,andactionswerefoundationaltoleaders’knowledge,skills,anddispositions

•Evidence-basedobservationsopenedopportunitiesforeffectiveandcriticaldialogue

•Authentic,meaningful,andcontext-speciﬁcprofessionallearningdoesnotrelysolelyongoodintentions. Itrequiresattendingtothemixedemotionsarisingfromschoolchangeefforts,deepexperiencesinthe intendedchange,anddata-baseddecisionsaboutcontentthatorganizationalactorsdecideoncollaboratively.

ThissessionwillbeofinteresttoconferenceattendeesconcernedaboutEdDcurriculum,theimplementation ofschoolandsystemchange,andhowtomodelleadingandlearningtogether.

BuildingSchoolNetworkstoAchieveSustainableSmall Schools:Japan’sChallenge

Saturday,5thJuly-09:30:ParallelSession2(Keats)-Theatre-AbstractID:204

Mrs.MidoriUeda (NIER)

InJapan,wherethepopulationisdeclining,itisbecomingdiﬃculttokeepschoolsopeninruralarea(remote mountainousareasandonremoteislands).Inparticular,inhighschools(uppersecondaryschool),where providingavarietyofsubjectoptionsisimportanttoensurelearningofpupils,itisanimportanteducational issuetoconsiderhowtoensurethesustainablesurvivalofsmallschoolsinJapan.

However,inthecurrentsituation,therearedisparitiesineffortsduetothefinancialstrengthoflocalgovernments,whicharetheentitiesthatestablishhighschools,anditisdifficulttofindwaystosolvetheproblems.

TheMinistryofEducation,Culture,Sports,ScienceandTechnology(MEXT)hasimplementedthe“COREHigh SchoolNetworkInitiative,”athree-yearprojectstartingin2021.Thisprojectaimstobuildasmallhighschool networkmodelbyconsideringspeciﬁcmeasurestocollaboratewithschoolsandcommunities(suchassimultaneoustwo-wayremoteclassesandbuildingacollaborativesystemwithrelatedinstitutionssuchasmultiple highschools,localcommunityorganisationsandlocalgovernments)inordertoensurethesurvivalandrevitalizationofsmallschoolsthroughengagingindistinctiveorattractiveeducationthatsmallhighschoolscannot achievealone.

Inthispresentation,wewilltakeuptheCOREHighSchoolNetworkInitiativeasacasestudy(13localauthorities inJapan).Theaimofthestudyistoclarifywhatkindofleadershipshouldbeexercisedandhowitshouldbe exercisedtoenablesustainableschoolmanagementatsmallschoolswhenimplementingsustainableschool managementthroughsuchinter-schoolnetworks.

Thestudywillanalyzethetextofprogressreportscompiledbyeachlocalgovernmentandorganisethecharacteristicsofeachcasefromcasestudiesusingsemi-structuredinterviewswithprojectmanagers(boardof educationoﬃcials,highschoolprincipals).Thestudywillthenelucidatethecharacteristicsofleadershipin eachlocalgovernment’seffortsbasedonDavidHopkins’theoryofsystemsleadership.

Empoweringwomenthroughsportsleadershipand collaborativeprofessionallearningcommunities

Saturday,5thJuly-09:45:ParallelSession2(Keats)-Theatre-AbstractID:237

Dr.WilliamSterrett (BaylorUniversity)

ThissessionwilloverviewaUSStateDepartmentgrantcalledIDEA-SPORTthatinvolvedaone-yeareffort focusedonempoweringwomeninPakistanthroughcollaborativeteachingstrategiesfocusedonsports(includingbadminton,tabletennis,soccer/football,andcricket)andteamworklessons(includingteam-building, problem-solvingandconﬂictresolution).ThispresentationwilloverviewhowteamsspanningseveninstitutionsofhighereducationintheUnitedStatesandPakistansoughttoworktogetherto1)Understandtheunique contextofwomeninleadershipinPakistan;2.)Focusonaligningeffortstotheexistingsportscurricularefforts;3.)Promotevoicesofsuccessfulwomenathletes;4.)Cultivateasenseofsportsleadershiptranslatinginto civicengagement,and5.)FosteringauniqueinterfaithandintrafaithcomponentthatbroughtUSandPakistan institutionstogether.

Ourgrant-fundedeffortsoughttothusaddressthefollowingfocusareas:

1.)Theplanninginvolvedtocollaborativelysparktheinterestandenhanceknowledgeofgirls,andothervulnerableandunder-servedpopulationstoSPORT-relatedﬁeldsbyencouragingcivilsocietyparticipationand engageinactivitiestodevelopleadership,social,team-building,andproblem-solvingskills?

2.Ourworktogethertoincreaseawarenessoffemaleleadersandtheirsuccesses,whileseekingtoimprovethe knowledgeandskillsoffemalestudentsandathletesthroughengagingSPORT-focusedcurriculumanddevelopmentofSPORTleadershipandteam-buildingexercises?

3.IwilldescribehowweworkedtogethertoimplementSPORT-relatedunitsforuseeducationalinstitutions acrossPakistantobuildcapacityforfemaleempowermentthroughsportsleadershiptohelpsupportthenext generationofPakistaniwomeninsportsandconnectedﬁelds.

4.Iwilloverviewhowweworkedtostrengthenpeople-to-peopleconnectionsbetweeneducatorsinPakistan andtheUSthroughvirtualplanningsessionsandon-the-groundface-to-faceprofessionaldevelopmentopportunitiesforsecondaryteachers,coaches,andteachereducatorsinPakistan.

Thesefocusareashelpedframeourworkofcollaborationthatincludedvirtualplanningsessions,aweekofonthe-groundtraininginLahore,Pakistan,andfosteredasustainedsenseofworkingtogethertokeepthefocuson empoweringwomenleadersinanareawheretheyarehistoricallyunderrepresented.Wewillshareresearch ﬁndings,examplesofteachingstrategies.andreﬂectionsonwhathashelpedmaketheworksuccessful.This sessionwillhighlightexamples,strategies,andglimpsesfromtheon-the-groundimplementationaswellasdata recentlypublished(Sterrettetal,2024)thatprovidesinsightsonparticipantengagement.

Reference:

Sterrett,W.L.,Mahmood,A.,Magnusen,M.,Bashir,A.,Sukhera,S.,Saeed,M.A.,Khan,A.M.,Ramsey,B.,Ramsey, C.,Boersma,J.,Abel,H.,&Frey.M.(2024).Engaginganinternationalprofessionallearningcommunityto supportunderrepresentededucatorsinsportsleadership. FrontiersinEducation,9(1)1-9.

ParallelSession2

Saturday,5thJuly-09:00:ParallelSession2(Shelley)-Theatre-AbstractID:218

Dr.AikateriniBalasi (UniversityofWesternMacedonia),Prof.GeorgiosIordanidis(UniversityofWesternMacedonia)

Today,educationalorganisationsmustdemonstrateflexibilityandadaptability,functioningas‘learningorganisations’and‘professionallearningcommunities’(PLCs)whereprincipalsandteacherscollaboratetoseek, share,andapplyknowledgetoenhanceprofessionaleffectivenessandstudentoutcomes.PLCsarewidelyregardedasaneffectiveprofessionaldevelopmentstrategyforwhole-schoolimprovement,simultaneouslypromotingindividual,team,andorganisationalgrowth.PLCshaveattractedconsiderableacademicinterestglobally;however,muchoftheresearchreliesonasharedbodyofliterature,suggestingthatPLCsexhibituniversal characteristicsthattranscendnationalcontexts.Moststudiesemployedquantitativeapproachesfocusingon PLCs’positiveoutcomes,withfewaddressingtheinfluenceofspecificcontexts,inhibitingfactors,andschool autonomy.ThisstudyexaminesPLCsintheGreekeducationsystem,themostcentralisedamong68countries, characterisedbyextensiveregulationsandbureaucracy.ItsaimwastoidentifyhowGreekteachersandschool leadersexperience,perceive,andinterprettheimplementationofsharedandsupportiveleadership,shared valuesandvision,collectivelearningandapplication,sharedpersonalpractices,andsupportiveconditions (Hord’sPLCtheoreticalmodel)withintheirschoolcontext.Moreover,thestudyinterpretedthelevelofmaturityofprimaryschoolsasPLCs.

Thesampleinvolved19schoolleadersand13teachers(n=32),selectedthroughconveniencesampling.Using Heidegger’shermeneuticphenomenologicalapproach,qualitativedatawerecollectedthroughsemi-structured interviewsandanalysedusingthematicanalysis,identifyingsixthemesand20sub-themes.

FindingssuggestthatGreekprimaryschools’teachersexperience‘sharedandsupportiveleadership’through responsibilitydistribution,decision-makingparticipation,andinitiative-taking.However,thedistributionof power,authority,andleadershiprolesremainslimited.Sharedvaluesandvisionprimarilyfocusonstudent learningandachievement,butwithoutsignificantemphasisondata-drivenmetricsandaccountability.‘Collectivelearningandapplication’occursthroughknowledgesharingandcollaboration,thoughcollaboration isbasedmostlyontop-downinitiativesandformalprocesseswithindailyroutines.Whileteachersengage in‘sharedpersonalpractice’throughtheexchangeofteachingpracticesandresources,contextandinhibitingfactorsindicatethatculturalnormsfavouringindividualismpersist.Participantsidentified‘supportive conditions’–suchashumanrelationshipsandorganisationalstructures–butnotedlimitationsthathinderthe developmentofacollectiveculture.Somediscrepanciesalsoemergedbetweenprincipals’andteachers’perspectives,thusrevealingtheimpactofself-perceptionandrolepositionsintheworkplaceonPLCimplementation/development.ThisstudyoffersinsightsintohowteachersandleadersexperiencethefivePLCdimensions withinahighlycentralisedschoolsystem,highlightingsimultaneouslybarriersandbureaucraticconstraints thathinderPLCmaturity.FindingsindicatethatGreekprimaryschoolsremainatanearlystageofPLCdevelopment(2nd stage/implementation),lackingthedeepintegrationofPLCprinciplesintoschoolpolicyandculture.Althoughteachers’andprincipals’sensemakingimpliesthattheyinteractinalearningcommunity,the bureaucraticcontextandinstitutionalconstraintsmentioned,createaschoolcultureof‘privacy’whichreinforcesisolatedworkwhilediminishingsharingknowledgeandgoodpractices,collaborativelearningandwork, andtrust.Thereisaneedforanadaptable,context-specificPLCframeworkandincreasedschoolautonomyto fosterPLCdevelopment.Implicationsforpolicy-makers,schoolprincipals,schoolleadershipprofessionaldevelopment/trainingadvocates,andresearchersarediscussed.

LeadingTeacherEpistemicNetworksinMulti-AcademyTrusts (MATs):areviewofliteratureandpreliminaryconceptual framework.

Saturday,5thJuly-09:15:ParallelSession2(Shelley)-Theatre-AbstractID:233

Mrs.HelenAngell

(UniversityofNottingham)

ThecontextofthispaperistheEnglisheducationsystemwhereasigniﬁcantproportionofschoolsarewithin Multi-AcademyTrusts(MATs).AMATisagroupofschoolsoperatingoutsideoftheLocalAuthorityandinstead overseenbynationalgovernment.ThedevelopmentofMATshasbeencontroversial;atbesttheyareportrayed asavehicleforcollectiveimprovement,butothershighlighttheirhierarchicalstructureandimpactonsystem fragmentation.TheperspectiveadoptedhereisthatMATscan(butmightnot)enableaself-improvingsystem utilising‘in-house’opportunitiesforcollaborationandprofessionaldevelopment.

Teacherepistemicnetworks(TENs)provideoneexampleofhowleadersinsomeMATshavestructuredcollaborationasafacilitatorofprofessionaldevelopmentandschoolimprovement,althoughtheirimpactiscontested. TENscanbeformed,structuredandevolveinanumberofwaysbuttheirfocusisonenablingmembersto developsharedknowledge,theory,languageandartefacts.MyPhDstudyaimstoexploretheassumptionsand realitiesthatemergefromleadingandbeingmembersofTENswithinMATsinEngland,aforeshadowedissue asapractitionerofschoolimprovement.

Thispaperreportsﬁndingsfromanongoingreviewofliterature,completedtoinformthePhDstudy.Thereviewapproachwasiterativeandintegrative,seekingtoidentifyandsynthesiseresearchandevidencerelating tokeyareasofinterestincluding:MATpolicyandpractice;governanceandschoolimprovement;organisationalchange,growthandintegration;networkandcollaborationleadership;teachernetworks;professional developmentandteacherknowledgeandgrowth.

Beginningwithsupervisorrecommendationsanddiscussions,literaturewasthenidentiﬁedthroughdatabase searchesandsearchenginesusingthekeywordsabove.Thisincludedacademicandgreyliteraturesuchas journalarticles,policydocumentsandeducationcommentarypublishedinEnglishbetween2000and2024. Asthisprogressed,amorefocusedthematicsearchemergedwhichincludedteacheridentity,expertiseand curriculum;socialcohesion,isolationandboundaries;andcommunication,negotiationandcompulsion. Ithendescribemyemergingconceptualmodel,arguingthatthreeideasfromtheliteratureareofparticular use:Weick’sideasabouthoworganisationssensemakeasacontinualprocessofadaptationandresponsiveness, especiallyintimesofturbulence,andhowthisisusefulwhenconsideringtheecosystemofMATsandhow thecollaborationofteachersandleadersisorganised.Secondly,ifcollaborationhasbeenchosenasaschool improvementmechanism,HuxhamandVangen’sdescriptionofcollaborativeadvantageoffersalensthrough whichtoviewtheleadershipofcollaboration.Thirdly,Wenger’sCommunitiesofPracticeasasocialtheoryof learningofferaperspectiveaboutthemanifestationofcollaborationinTENs.

Finally,IsuggestavisualmodelofTENsusingWenger’sCommunitiesofPracticeasorganicandunstableentities whicharebothresponsiveandstructuredaroundsubjectspecialism.Iexplorethestructureswhichenable engagementandcohesion,thealignmentoflanguage,toolsandcodesinthespecialismandﬁnallyhowan individual’simaginationandidentityaredevelopedasaresultofengagementandinwhatwaysthisimpacts uponteachinginclassrooms.

Responsiveschool-improvementcoachingpracticesunder turbulentconditions:Amultiplecasestudy

Saturday,5thJuly-09:30:ParallelSession2(Shelley)-Theatre-AbstractID:142

Dr.RimaKarami (AmericanUniversityofBeirut),Ms.YusraKhattab(AmericanUniversityofBeirut)

Educationalreformneedtorecognizethatschoolsoperatewithindiverseenvironmentsthatimpacttheirneeds. Whilesomeschoolsexperienceminimaldisruptions,othersoperateinchallengingcontexts.Schoolsinturbulentcontextsbenefitfromdifferentiatedapproachestoimprovementthataccountfortheiruniqueculturaland contextualcharacteristics.Effectiveschoolimprovementinitiativesrequirescoacheswhocanmakedynamic, context-sensitivedecisionsthatalignwiththeuniqueorganizationalandsocialstructuresofeachschool. Project(P)seeksatransformativeshiftineducationalreformacrosstheArabregion,acontextofprotracted crisis.It’stheoryofchangesuggeststhatuniversityexpertsshouldpartnerwithschoolscommittedtoimprovement,buildingschool-levelcapacitytofosteracollectiveagencycapableofinfluencingpolicymakerstoprovide supportivepoliciesforsustainableself-renewal.Theprojects’coachesplayapivotalroleinbuildingleadership capacityofschoolimprovementteamsthroughaprogramthatprovidesjob-embeddedprofessionaldevelopmenttailoredtouniqueneeds.P’scoachingmodelincludesdefinedroles,competencies,astructuredjourney, andresponsivecoachingpracticestailoredtoeachschool’sspecificcontextandchallenges.

ThisstudyexplorespracticesthatcoachesinProjectPimplementedtoanticipateandmanagechallengesencounteredwhilebuildingschoolteams’leadershipcapacityforschool-basedimprovement.Thestudyutilizes amultiplecasequalitativeresearchdesign,focusingonexperiencesofcoachesinthreeschoolsinLebanon operatingunderturbulentconditions.Thesecasesprovidediverseperspectives,offeringacomprehensiveunderstandingofresponsivecoachingpracticesacrossdifferentcontexts.

ThestudyadoptsBottery’sconceptualizationofcontext,deﬁningtheleadershipteamasthemicrolevelandthe schoolanditsexternalenvironmentasthemesolevel.Toanalyzeeachlevel,itappliesBolmanandDeal’sfourframemodel,whichincludestheHumanResource,Structural,Political,andSymbolicdimensions.Theanalysis exploreshowcoachesnavigatedchallengeswiththeleadershipteam,theschool,andtheexternalenvironment acrossthesefourdimensionstosupportschoolimprovement,offeringinsightsintohowcoachingpractices weretailoredtospeciﬁccontextualfactors.

Datawereobtainedfromtheproject’sextensivedatabank,whichincludesdocumentedexperienceswitheach school,suchascoaches’meetingreports,reflectionjournals,andcoachingplans.Athematicanalysisapproach wasappliedthatcapturepracticescoachesusedtoaddressuniquechallengesacrossthedifferentdimensions. Preliminaryresultsrevealedthatcoachesemployedarangeofresponsivecoachingpracticesacrosshuman, structural,andpoliticaldimensionstoaddresschallengesandfacilitateimprovement.Inthehumandimension,coachesfocusedonskill-specifictraining,builttrustthroughclearcommunication,activelylisteningto concerns,andofferingexpertsupportbeyondtheirformalrole.Structurally,theyfacilitatedteammeetings byaligningschedules,extendedtheiravailabilitybeyondformalhours,supportedtheestablishmentofwelldefinedrolesandprocedureswithintheschool,andadvocatedforteamautonomyinimplementingimprovements.Politically,coachesempoweredteamleadershipwhilenavigatingexistingpowerdynamics,particularly betweentheprincipalandleadershipteammembers.Theyalsoutilizedindividualmeetingsandinformalcommunicationtoaddressandresolveconflictseffectively.

Thestudyoffersimplicationsforcoachesbyhighlightingkeyresponsivepractices.Italsocontributestothe literatureoncoachinginanunderstudiedcontext.

AProposedModelofTransformationalDistributedSchool LeadershipinResponsetoSchoolLeaders

Saturday,5thJuly-09:45:ParallelSession2(Shelley)-Theatre-AbstractID:69

Ms.InezWilsonHeenan (UniversityofLimerick),Dr.NiamhLafferty (UniversityofLimerick), Prof.PatriciaMannix-McNamara (UniversityofLimerick)

ThispaperexaminesIrishpoliciesandguidelinesforprimaryschoolswhereleadershipisspecificallyreferencedwithfocusonlinkstotransformationalanddistributedschoolleadership.Ofparticularinterestishow transformationalanddistributedleadershipmodelscouldaideffective,andsustainableleadershipenactment intimesofexceptionalchange.Aqualitativestudywasundertaken,involvinginterviewswithprimaryschool andsystemleaders,toexplorethefactorsthatfacilitateand/orinhibittransformationalschoolleadershipwithin awholeschoolcommunity.Theresearchquestionscomprised:(1)Whataretheperceptionsofprimaryschool andsystemleadersrelatingtothefacilitatingandinhibitingfactorsaffectingtransformationalschoolleadership,andhowtransformationalschoolleadershipisperceivedtobuildrelationswithparentsandthewider schoolcommunity?(2)a)Istherescopetocreatesynergybetweentransformationalanddistributedschool leadershipapproachesthatmayprovidesupportforleadershipinthewholeschoolcommunity?b)Cana blendedmodelalignwithcurrentIrishgovernmentpolicies?Thedatahighlightedthemanyfactorsthattranscendbothtransformationalanddistributedapproaches.Theseinformedtheconstructionofasynthesised modeloftransformationalanddistributedschoolleadership.Theauthorsalsoaccompanythismodelwitha roadmap,thatmaysupportapproachestoschoolleadershippracticeforthewholeschoolcommunity,atprimaryandpost-primarylevel,inIreland.Themodelispresentedwithtransformationalleadershipprinciples, distributedleadershippractices,andaroadmapforimplementation.ThefollowingsixI’softransformational schoolleadershipunderpinthemodel;idealisedinfluence,inspirationalmotivation,individualisedconsideration,intellectualstimulation,inclusiveculture,andimprovedoffering.Distributedleadershippracticessupportandinclude;sharedcreation,spacetolead,sharingvision,macrotomicro,reciprocalrelationships,active agency,contextualgrowth,belonging,interdependence,learningcommunities.Theaccompanyingroadmap includessevensteps;i)recordtheschool’svision,mission,culture,ethos,contextsandvaluesstatement;ii) organisetheschool’sneedsaccordingly;iii)aimforaunifiedjourney;iv)developvisionandsharedgoals;v) motivatewithtrustingandgrowingindividualandteamrelationships;vi)agency,autonomy,support,responsibilityandaccountability,perindividualcompetencies,passion,positionandavailability;vii)praise,review, scaffold,communicate,progress,celebrateandpubliciseachievementofgoals.Theroadmapisdesignedtofacilitatetheimplementationprocessofthemodel,accommodatingsocietalturbulence,whilesupportingreform anddevelopment.Tofacilitatesuccessfulenactment,professionaldevelopmenttrainingwouldbeacontingent stepforallstaffandschoolstakeholders,forundergraduate,postgraduateprofessionalmasterofeducation, andteachereducationprogrammes.Potentialbenefitssuchasi)havingtheclarityofaleadershipmodelwhich cansitalongsidecurrentguidelinesforschoolleadershipinIrishprimaryschools,ii)supportingDepartment ofEducationpolicyformulation,iii)buildingleadershipcapacity,iv)enhancingschoolcommunityculture,v) increasingmotivationandorganisationcommitment,vi)givingschoolsawayofmonitoringthesharedjourney withthewholeschoolcommunityandsystemleaders,andvii)facilitatingco-professionalcollaborationswith otherschoolcommunities,arediscussedinrelationtoimplementationofthemodelinanIrishschoolleadership context.

ParallelSession2

Managing/NegotiatingtheUnexpected:Principals’ SensemakingofaPolicyMandatetoReopenSchoolsDuring theCOVID-19Pandemic

Saturday,5thJuly-09:00:ParallelSession2(Tennyson)-Theatre-AbstractID:172

Mrs.AndreaO’Sullivan (UniversityofSouthFlorida),Dr.BillBlack (UniversityofSouthFlorida)

FocusofEnquiry

Thefocusofthisstudyistoinvestigatehowfourretiredhighschoolprincipals/administrators,whowereactivelyleadingduringtheCOVID-19pandemicmakesenseoftheirwork,retrospectivelyandprospectively.More particularly,howtheseretiredprincipals/administratorsmadesenseoftheStateofFlorida’sExecutiveOrder toreopenschoolsintheheightsofthepandemic,beforetherestofthenation.Wequestionedhowtheymade senseforacademics,healthandsafety,andhowtheydealtwithchallengesandcontradictionsthatemerged.

TheoreticalFrameworks

Methodologically,thestudyisframedbyKarlWeick(1995)theoryofSensemaking,asreconceptualizedbyCoetzee&Wilkinson(2020).Weick(1995)proposesSensemakingisa“roughguidelineforinquiry,”constitutingthe principlesof identity,retrospection,enactment,social,ongoing,extractedcues,andplausibility,towhichCoetzee addsaneightprincipleof reflection. AccordingtoWeick,Sensemakingallowsindividualstogainanunderstandingofanambiguoussituation,whichisessentialforefficientandeffectivecrisismanagement(Weick,1993). Theauthorsalsousedaprotocolofsemi-structuredinterviewsfordatacollection,reflexivethematicanalysis, includingaprioricodes,andpoeticsforreflection.

Signiﬁcance

AccordingtoJori,(2019)“whenacrisisstrikes,respondersneedtomakesenseofittogainanunderstanding ofitsorigins,natureandimplications.”ThiswastheroleoftheStateofFlorida,duringtheCOVID-19pandemic.Consequently,theDepartmentofEducationissuedanexecutiveordertoreopenschools.Jori(2019) continues“Inthisway,crisissensemakingguidestheimplementation.”Implementationwastheroleofprincipals/administrators,andthisstudyinquiredabouttheircrisissensemaking.Sensemakingtheory“postulates individualsorgroupsoperatinginequivocalcontextsandutilizingunplannedstrategiesdefertotheirownunderstanding”(Weick,Sutcliffe,andObstfeld,2005).ThepreliminaryfindingssuggestthatSensemakingisimportantinfacilitatingaplausibleunderstandingofatraumaticsituationasitallowsparticipantstoseewhere theyhavebeen(reflection)andreconcilewithwheretheyaregoing(retrospection).Thepandemicisanew crisisforthefieldofeducationandleadershipmustbedevelopedtomoveforward(DeVoto,etal.,2023).This paperisalignedwiththeconferencethemeinthatitpresentstheexperiencesofprincipals/administratorsin waysthatarticulateSensemakingasaprerequisiteforreformandrenewal.Poemswillbesharedtogenerate discussionacrossparticipantsacrossinternationaleducationalcontexts. It’sReal

COVID-19createddivisiveness Thetraumaisreal!

Itwilltakealongtimebeforeweareallhealed Ihavestrongrelationshipswithfellowleaders, TeachersI’veworkedwithbefore Wetrytomakesense, Can’tpinpointwhy, Toxicityisreal!

Thetoxicityissimplyremnants

RemnantsofpoliticsandtheMask Thebottlecap’soff Weknowhowwefeel TheGeniecan’treturntotheflask. ThefeelingofleadingduringCOVID-19 Isonethatcan’tbeignored Leavingeducatorswo/andering Literallyleavingschooldoors Wonderingaboutoptionsforleading Outsidetheprincipal/administratorrole Mentalhealthstealing Teachersfleeing Principalsleavingthefloor

Canstressorspredictprincipals’mentalhealth?:An explorationofstressorsusingBronfenbrenner’secological theory

Saturday,5thJuly-09:15:ParallelSession2(Tennyson)-Theatre-AbstractID:205

Dr.EleanorSu-Keene (TexasA&MUniversity)

Work-relatedstressorsandmentalhealtharemajorissuesthatthreatenthesustainabilityofprincipalsand headmasters.Fordecades,researchershaveshownthatacareerineducationadministrationistaxing:more than60hoursofworkperweek,unpredictableschedules,conflictingpressuresandpriorities,andincreasing jobresponsibilities.Further,theseissuesarepersistentinnearlyeverycountryincludingNewZealand(Hodgen&Wylie,2005),theUK(Darmody&Smyth,2016),Malaysia(Tahiretal.,2019),Australia(Gorrell&Nobile, 2023),andmore.InarecentUSstudy,researchersfoundthatprincipalsexperiencedmorefrequentjob-related stressanddepressionthantheaverageworkingpopulationandexperiencedmoredifficultiescopingwiththe job.Femaleprincipalsandprincipalsofcolorwereatgreaterriskofhigh-stressandpoormentalhealth.CommonlycitedworkstressorsintheU.S.includeaccountability,schoolclimate,student-relatedissues,work-life balance,etc.Whileit’sacceptedthatschoolleadersaresubjectedtofrequentstressorsthatimpacttheirmental health,lessisknownaboutthedifferencesinstressorsandthevaryingdegreesthatitimpactsprincipals’mental health.Thepurposeofthismixed-methodsstudyistoexaminethedifferencesinstressorsusingBronfenbrenner’sEcologicalmodelandhowitpredictsprincipals’mentalhealthinTexas,USA.Irecruited123principals fromK-12public,non-charterschoolstocompleteasurveythatassessedprincipals’overallmentalandopenendedquestionsaboutstressors.Ianalyzedqualitativedatausingtop-downandbottom-upanalyticapproaches specificallythroughin-vivo,descriptive,and apriori codingtechniques.Ialsoconducteddescriptivestatistics, acorrelationanalysis,andanexploratorymultipleregression.Principalsscoredanaverageof10.24(SD=5.79) and9.67(SD=6.34)ontheanxietyanddepressioninstrument,respectively,whichalignswith moderate levels ofanxietyanddepression.Stressorssuchasindividualdemands(r(121)=0.211,p=0.0189)andpoliticalhostility(r(121)=-0.1944)weresignificantlycorrelatedwithmentalhealthsymptoms.Atthistime,findingsforthe exploratorymultipleregressionarestillunderway.Thesepreliminaryfindingsprovideevidencethatcertain typesofstressorshaveamoresignificantimpactonprincipals’mentalhealthandoverallwell-beingwhich alignwithBELMASthemethisyearonthedevelopmentandsustainabilityofeducationalleaders.

Howdoesschoolprincipals’empoweringleadershipaffect adolescents’engagement?

Saturday,5thJuly-09:30:ParallelSession2(Tennyson)-Theatre-AbstractID:29

Dr.Rima’aDa’as (TheHebrewUniversityofJerusalem)

Theschoolprincipalhasacentralroleinpromotingstudents’success,learning,andachievements(e.g.,Wu &Shen2022).However,tothebestofmyknowledge,schoolprincipals’effectsonstudentengagement,and inparticulartheireffectonhomeroomteachers’worktopromotestudentengagement,haveneverbeenexamined.Specifically,onlyafewstudieshaveaddressedtheeffectofprincipals’empoweringleadership(EL) onstudentoutcomesorattitudes,despitethefactthatELbehaviorshavebeenrelatedtoteachers’outcomes, suchas:workengagement(Alotaibietal.,2020).CongerandKanungodescribeempowermentas‘aprocess ofenhancingfeelingsofself-efficacyamongorganizationalmembersthroughtheidentificationofconditions thatfosterpowerlessnessandthroughtheirremovalbybothformalorganizationalpracticesandinformaltechniquesofprovidingefficacyinformation’(1988,474).

BasedontheEL(e.g.,Arnoldetal.2000)andupperechelons(Hambrick&Mason1984)theories,whicharguethatleadershipcharacteristicsaffectorganizationaloutcomesindirectlythroughthepromotionoforganizationalprocesses,thecurrentstudyexaminesthemainquestion:Howdoschoolprincipalsasempowering leadersaffectstudents’engagementintheschool?Iarguethatempoweringschoolleadersimpactstudents’affectiveandbehavioralengagementinschoolindirectlythroughempoweredhomeroomteachers’engagement intheirwork.Thestudyfurtherexaminestheeffectofacollaborationbetweenhomeroomandclassteachers asamoderatorbetweenthehomeroomteacherandstudents’engagement.

Engagementinworkisapositivework-relatedstateofmindthatincludesthreedimensions:vigour,dedication,andabsorption(Schaufeli&Bakker2010).Thecurrentstudyexaminesstudents’affectiveandbehavioral engagement.Affectiveengagementdescribesstudents’feelingsabouttheirschool,teachers,peers,andlearning(Hartetal.,2014).Itcontainstwodimensions:likingforlearningandlikingforschool(Hartetal.,2011). Behavioralengagementconsistsofengagementinschoollife(Yazzie-Mintz,2007).Itcontainstwosubscales: effortandpersistence,andengagementinextracurricularactivities(Fredricksetal.,2004).

Basedondatafromthreesources:317homeroomteachers(ratedtheirengagementinworkandcollaboration), 504teachers(ratedschoolempoweringleadership),and6,589students(ratedtheiraffectiveandbehavioralengagement)from64ArabIsraelimiddleschools(grades7–9),multilevelstructuralequationmodellingresults showedthattherelationshipbetweenprincipals’ELandhomeroomteachers’workengagementwassigniﬁcantandpositive,aswasthatbetweenhomeroomteacherengagementandstudentaffectiveengagement(level 1),andapositiverelationshipwasfoundbetweenhomeroomteacherengagementandstudents’behavioral engagement(level1).Collaborationwithclassteachersdidnotmoderatetherelationshipbetweenhomeroom teachers’engagementintheirworkandstudents’affectiveorbehavioralengagement.Further,empowering schoolleadershipimpactsstudents’affectiveandbehavioralengagementthroughhomeroomteachers’engagement.

Theresearchmakesasigniﬁcanttheoreticalcontributionbydecipheringtheprocessesbywhichprincipals practicingELleadstudentstobecomeengagedintheschool,especiallyduringthecriticalperiodofadolescence. Thus,enablebuildingschoolinterventionsthatwillincreaseengagementinthiscriticalperiodoftheirlives whentheyarefacingsocial,physiological,emotional,andcognitivechanges.

InstructionalLeadershipinChina:MultiplePrimarySchool CaseStudies

Saturday,5thJuly-09:45:ParallelSession2(Tennyson)-Theatre-AbstractID:102

Mrs.XiaotingGuo (UniversityofNottingham),Prof.TonyBush(UniversityofNottingham),Dr.SiminGhavifekr(Universityof Nottingham)

Theimportanceofleadershipforschoolimprovementiswellrecognised,andconsideredoneofthemainfactorsthatinfluencethequalityofeducation.Instructionalleadership,inparticular,notonlypromotesteacher learning,butisalsobelievedtobethemostpowerfulcontributortoenhancedstudentoutcomes(Robinsonet al.,2008).Bush(2008,2014)definesinstructionalleadershipasthedirectionofleaders’influenceratherthan theinfluenceprocessitself,differentiatinginstructionalleadershipfromotherleadershipmodels.Astheeffectivenessofinstructionalleadershiphasbeenrecognised,ithasbeenintroducedandpracticedinmanyother countries.However,aone-size-fits-allapproachormodelofinstructionalleadershipisnotappropriatewhen encounteringaspecificschoolcontext.ResearchoninstructionalleadershipismainlybasedinWesterncountries(withpartlydecentralisedcontexts),andonlylimitedresearchcanbefoundincentralisedcountries,such asChina.InChina,thecentralroleofinstructionalleadershiphasbeenrecognisedbythecentralgovernmentin 2013.However,currentresearch(e.g.Guo&Lu,2018;Qianetal.,2017)showsthattheconceptofinstructional leadershipisnotfullyunderstoodorwidelyacceptedbyfront-lineeducators,thedevelopmentofinstructional leadershipisstillinitsinfancy,andthepracticeofinstructionalleadershipinChinaseemsunclear.

MypaperwillpresentthefindingsofastudyofinstructionalleadershipinselectedChineseprimaryschools. Specifically,thestudyfocusesonhowChineseurbanprimaryschoolleadersenactinstructionalleadershipand howdifferentcontextsinfluencethepracticeofinstructionalleadership.

Amultiple-casestudydesignisadoptedforthisstudywithseveraldifferentmethods,includingsemi-structured interviewswithschoolprincipals,viceprincipalsforinstruction,TeacherResearchGroup(TRG)chairsand teachers,observationofleadershippracticesandTRGmeetings,aswellasanalysisofrelevantdocumentsat school,provincialandnationallevels.

TheﬁndingsshowthatinstructionalleadershipinChinaisenactedthroughasharedordistributedapproach withmultipleschoolleadersandteachersinvolved.Notably,experiencedteachers,whomayormaynothave formalschoolleadershippositions,takeonsigniﬁcantmentoringandmodellingresponsibility.Additionally, thepracticeofinstructionalleadershipmaybeimpactedbyConfucianisminmultipleways,bothpositivelyand negatively.Uniquechallengesinenactinginstructionalleadershiphavealsobeenreportedinthisstudy. Thisprovidesvaluableinsightsintohowschoolleadersincentralisedsystems,suchasChina,understand,adapt, andpracticeinstructionalleadershipinadynamiceraofconstanteducationalreformsandturbulence.This studyalsohelpstopromotetheunderstandingofinstructionalleadershipanddevelopindigenousleadership modelsinthefuture.

ParallelSession2

HowShouldLeadersNavigateAI:Advicefromthe PractitionerWorld

Saturday,5thJuly-09:00:ParallelSession2(Wordsworth)-Theatre-AbstractID:231

Dr.JaysonRichardson (William&Mary),Mr.BrianVedder(UniversityofDenver),Ms.AmandaRoberts(UniversityofDenver), Dr.ScottMcLeod(UniversityofColorado,Denver)

WecollectedallarticlesfrompopularU.S.practitionermagazinesfocusingonAIandschoolleadershipwithin thefirstyearofthepublicreleaseofgenerativeAI.Wewantedtoknow:Whatmessagesareschoolleaders receivingaboutartificialintelligenceinpopularmedia?AndhowisleadingartificialintelligenceinK-12school settingsbeingdiscussedinthepractitionerliterature?

DatacollectionoccurredbetweenNovember30,2022,andNovember30,2023,capturingtheﬁrstfullyearwhen ChatGPTwasreleasedtothepublic.Wefocusedon12coremagazinescommonlyavailabletoschoolleaders (i.e., EducationWeek,DistrictAdministration, PDKInternational, AASASchoolAdministrator, Tech&Learning, THEJournal, AmericanSchoolBoardJournal, EdTech,ASCDEducationalLeadership,Edutopia,NEAToday, and PrincipalMagazine).Afterﬁlteringforrelevancy,weendedwith23articlesthatcontaineddirectlessonsfor schoolleadersaboutgenerativeAI.

Equityandethicalconcernswerenotedin19ofthe23articles.Thegeneralsentimentwasaworryabout guardrailsinschools.Thearticlesthatwelocatedindicatedthatschoolleadersmustconsiderthewide-ranging impactofAIoninstitutionalstructures,professionalopportunities,andcommunityoutreach.Fromouranalysis ofthearticles,itwasevidentthatforschoolleaders,themostpressingconcernaroundAImightbehowitaffectstheirclassroomsandstudentlearning.Thearticlescontainedsuggestions,advantages,anddevelopments forpedagogyandclassroomdesigncenteredonpersonalizedlearning,carefulAIimplementation,enhanced curriculum,preparingstudentsforfuturepositions,andhoningstudents’criticalthinking.

Educating,involving,andcollaboratingwithstakeholdersaroundAIusewasaprevalentthemeinthearticles, showingupin22ofthe23pieces.Directsuggestionsforschoolleadersincludedstayingopentodialoguewithall pertinentpartnersandembracingwhereindividualsareintheiruniqueAIknowledgeandacceptancejourney. Athemenotedinall23articleswasthatleadersmustexperimentwith,reﬂecton,anddesigncheckpointswhen incorporatingAIintotheirschools.Weidentiﬁedafewtrendsunderthistheme,includingthepushforschool leadersto(1)embraceAItechnologyinsteadofrestrictingit,(2)playaroundwithAIbeforemakingcampuswidedecisions,and(3)beopentonewwaysofleadingbuiltonthesetechnologicalupdates.

ToembracethepowerofAI,theresearchteamusedgenerativeAItofacilitatedataanalysis,coding,andthematiccreation.Thisapproachwasafresh,innovativewaytobalancehumancomprehensionandidentify trendswithinthearticles.GenerativeAIwasanimpressive,complextoolinthisexperiment,butmorereﬁning mustbedonebeforethetoolcanbefullyreliedon.Intheend,Claudeservedasasecondsetofeyes. Furtherstudiescouldfocusonleaders’andteachers’professionaldevelopmenteﬃcacyaroundgenerativeAI. Theoretically,moreworkneedstobedoneonhowthesenewAItechnologiesimpactleading,teaching,and learning.

Cultivatingsocialandemotionalcompetenceforschool leaders:AneffectivenessStudy

Saturday,5thJuly-09:15:ParallelSession2(Wordsworth)-Theatre-AbstractID:103

Dr.JuliaMahfouz (UniversityofColoradoDenver),Dr.GeorgePanayiotou(UniversityofColoradoDenver),Dr.KathleenKing (NorthCentralCollege),Mr.DannyDibYahya(UniversityofColoradoDenver),Dr.StephenKotok(St.JohnsUniversity)

Objectives. Inordertoleadandthrive,principalsneedtimeandsupporttodeveloptheirsocialemotionalcompetencies(SEC)tomanagejob-relatedstress,buildtrust,andmodelcaringandculturallyresponsivebehaviors. Theyneedtoutilizestrategiesanddevelopskillsthatenablethemtointeractwithothersconsciously,withfull awarenessofhowtheiractionsimpactthemselves,others,andtheirenvironments.Thus,thisstudyexploresa) howprincipalsexperience SoulofLeadership:Courage,Presence,&Integrity (SoL)—aprofessionaldevelopment programbasedoncultivatingleaderSECandb)theinﬂuenceofSoLontheirwellbeingandleadership. TheoreticalFrameworks. Thisresearchstudyisinformedbytwotheoreticalframeworks:thetheoryoftransformativelearning(Mezirow,1991)thatshowshowadultexperiencesareconceptualizedashavingthepower tobothtransformone’sperspectivesandassumptionsandchangeone’sbehavior;theprosocialschoolleader model(Mahfouzetal.,2018)illustrateshowcultivatingtheprincipals’SECpromotesapositiveschoolenvironment,whichinturninﬂuencessocial,emotional,andacademicoutcomesforteachersandstudents.

Methods. TheSoL programincludedfour2-hour&15-minutewholegroupsessionsandthree90-minutesmall groupsessionsthatwerespreadfromJanuarytoJuneandfacilitatedbyco-developersoftheprogram.The cohortincluded43participantsdividedintotwogroups(cohort3A,n=23;cohort3B,n=20)fromMassachusetts schooldistricts.Thecompletecorpusofdatacollectedincludes:(a)participantevaluationsurveysaboutSoL programcompletedattheendofthe8wholegroupsessionswith43participants;(b)18audio-recordedpreandpost-interviewswith18participants,transcribedverbatimintheirentiretyandanalyzedutilizingthematiccoding;&(c)baselineandpostself-reportsurveysconductedbeforethestartoftheprogramandatthe completionoftheprogramthatincludedthefollowingscales: FiveFacetsofMindfulnessQuestionnaire (Baeret al.,2008), MaslachBurnoutInventory (Maslachetal.,1997), &PsychologicalCapitalQuestionnaire (Ruderman& Clerkin,2015) usingquasi-experimentalresearchdesignforanalysis.

PreliminaryResults. Amajorityreportedthattheywerehighlysatisfied(66.8%)orsatisfied(30%)withthe overallprogram.Theinterviewsportrayeddedicatedleadersextremelycommittedtotheirmissionofserving studentsyettaxedwithajobthatwasstressful,draining,anddetrimentaltowork-lifebalance.Leadersdescribedtheuniquenatureoftheirrolesandtheirdecision-makingamidstcompetingdemandsthatneverleft everyonehappy.Theyweregratefulforlike-mindedpartnersandfoundcollaborationandtimewithstudents rewarding.Asforthepre-postsurveys,threeofthesubscales(hope,optimism,andexhaustion)hadstatisically significantimprovementsbetweenthepreandpost-test.Thelargestchangesoccurredonthepsychological capitalinventorywithhopeandoptimismbothhavinganincreaseofaround10%.Theexhaustionscalealso decreasedbyasimilarmagnitudeofaround10%.

Signiﬁcance. Thisresearchcouldhelpidentifyspeciﬁcnewprofessionaldevelopmentpracticesforschool leadersandinformthedevelopmentofprofessionaldevelopmentprogramsthatpromoteeffectiveschoolleadership.

TransformingPrincipalPreparation:Equity-Focused ResidencyProgram’sImpactonLeadershipDevelopmentand StudentOutcomes

Saturday,5thJuly-09:30:ParallelSession2(Wordsworth)-Theatre-AbstractID:101

Dr.FernandoValle (TexasTechUniversity),Dr.SarahDeLaGarza(TexasTechUniversity),Dr.IrmaAlmager(TexasTech University),Dr.VanessadeLeon(TexasTechUniversity),Dr.DustyPalmer(TexasTechUniversity)

ThePrincipalResidencyPreparationProgram(PRPP)examinedinthisstudyisrecognizedasoneoftheleading modelsforprincipalpreparationbothwithinthestateandnationally.Initiatedasapilotprojectduringthe 2012-2013academicyear,thecurrentPRPPrevolutionizedjob-embeddedpreparationbyestablishingoneof thestate’sﬁrstprincipalresidencyprogram.Thisstudent-centeredinitiative,craftedbytheEducationalLeadershipfaculty,employsacollaborativecoachingmodeldesignedtoequipgraduateswiththeskillsanddispositionsnecessarytosupporthistoricallymarginalizedstudentpopulations,bothintheirresidencyplacements andfutureleadershiproles.Programfacultyholisticallycoachtheprincipalresidentsinnumerousaspects ofskill-building,includingschoolimprovement,equity-drivendataanalysis,progressmonitoringinstruction, andimplementinginstructionalleadershipbestpractices.Facultydrawfromleader-memberexchangetheorytoshapeprogrampreparationexperiencesandframementorcoachingconversations(Graen&Uhl-Bien, 1995;Schyns,&Day,2010).Thecharacteristicsofthesehigh-qualityexchangesincludebuildingtrustingrelationshipsandinstructionalcoachingduringthe15-monthjob-embeddedprincipalresidency.Aprovisionof thecompetency-basedcurriculumistheadvocacyandinstructionalsupportofstakeholderswhoengagewith historicallymarginalizedstudents.

Theuniversityfacultyintegratedleader-memberexchangetheoryintopracticetosupportequity-drivenleadershiparoundfivepillars:personalizedmentorship,focusonequity,collaborativelearning,professionaldevelopment,feedback,andreflection.Severalpracticesoperationalizethesefivepillars,includingassignedfacultysupervisorstopartnerdistricts,equityaudits(Skrlaetal.,2016),campus-basedaccountabilitymonitoringframework,professionallearningcommunities,individualcoachingsessions,andend-of-yearcompetencybasedcurriculumimpactshowcases.Throughouttheprogram,studentsarerequiredtousetheirequityauditsandcampusmonitoringframeworkstoidentifyareasofinequitiesanddevelopquarterlygoalstomonitor growth.Theseartifactsaretheprincipalresident’sopportunitytodemonstratetheircompetencyinmonitoring theachievementofhistoricallymarginalizedstudents,improvingteacherinstructionalpractice,andcurriculumimplementation.Theultimateresidencygoalisforaspiringprincipalstodevelopculturallyresponsive schoolleadershipcompetencies(Khalifaetal.,2016).

Usingﬁveyearsofstudentartifactsfromconductedequityaudits,campus-basedaccountabilitymonitoring frameworks,andend-of-yearcompetency-basedimpactdemonstrations,theteamexploresthefollowingresearchquestions:

•Inwhatwaysdiduniversityfacultybridgegapsoftheoreticalknowledgeandpracticalapplicationutilizingequitytoolsandcampus-basedaccountabilityframeworks?

•Howdidtheprincipalresidents’progressmonitoringofquarterlygoalsshiftduringtheirplacement?

•Howdidthecampusaccountabilitydatareﬂectthesequarterlygoalshiftstosupporttheinstructional growthofhistoricallymarginalizedstudentpopulations?

Findingsrevealthatthefaculty’sdata-drivenandpersonalizedcoachingresultsinresidents’increasedcapacity tocoachteacherstoimprovestudentresults.Theresidentsdocumentedtheircoachingstrategieswithteachers inseveralareasthatultimatelyimpactandimprovestudentattendance,academicachievement,andbehaviors. Throughouttheirresidency,theaspiringprincipalsmodelcollaboration,communication,andadvocacywith

campusstakeholderstoimpacthistoricallymarginalizedstudents’performanceatthestudent,teacher,and campuslevels.

NavigatingtheTurbulencesofAnti-DEIlegislationinthe UnitedStates

Saturday,5thJuly-09:45:ParallelSession2(Wordsworth)-Theatre-AbstractID:131

Dr.MARIOJACKSON (FloridaStateUniversity)

Mandatesforschoolleaderstomeettheneedsofanincreasinglydiversestudentpopulationthroughequityorientedapproacheshaveresultedinincreasedattentiontoleadershippreparationprograms(Youngetal., 2021).Preparationprogramsareencouragedtoprioritizeteachersfromhistoricallyunderrepresentedgroups andthosewithestablishedunderstandingofequitythroughtheirrecruitment(Barakatetal.,2021;McKenzie etal.,2008),fosterstudents’engagementwithcriticalperspectives(Gooden&Dantley,2012),andprioritizefacultywithequity/socialjusticecommitments(Jacobsetal.,2013).Concomitantwiththeserecommendationsare recentpolicychangesatthefederalandstatelevelsseekingtothwarteffortstopromotediversity,equity,and inclusionacrosshighereducationinstitutions(Schoorman&Gatens,2024).Becauseprincipalpreparationprogramsarehousedinhighereducationinstitutions,someoftherecommendationsforpreparingschoolleaders forequitymightbeatoddswithrecentlegislativeattacks.

Ifprincipalpreparationprogramsareexpectedtoembracemandatestoprepareschoolleaderstopromote equityformarginalizedstudents,itisimportanttounderstandhowpoliciesthatattackdiversity,equity,and inclusion(DEI)impactstheirequity-orientedagency.Thus,thecurrentstudyusesGidden’s(1984)structureagencytheorytoexplorehowpreparationprogramfacultyperceiveandnavigatetheinﬂuencesofanti-DEI legislationontheiragencytoprepareschoolleadersforequity?

Aqualitativeexploratoryapproachguidedthisresearch.Exploratoryqualitativestudiesallowresearchersto “buildrichdescriptionsofcomplexcircumstancesthatareunexploredintheliterature”(Marshall&Rossman, 2011,p.68).Datacollectioninvolvedsemi-structuredinterviewswith15purposivelysamplefacultyfrom 13principalpreparationprogramacrossNorthCarolina.Throughqualitativecontentanalysis,theanalysis proceedediteratively,involvingacombinationofinductiveanddeductiveapproaches. Preliminaryfindingsrecognizetheconstraininginfluencesofanti-DEIpoliciesonprograms’agency,mandatingtheirdecenteringofraceandequitythroughouttheiroperations.Assharedbyparticipants,theSupreme Court’srulingonAffirmativeActionoutlawedadmissionconsiderationsbasedonrace,thusforcingfacultyto reconsiderhowtheyrecruitdiverseaspiringleaders.Kellyalsoexplainedhowprograms’abilitytoprioritize individualswithequitycommitmenthavealsobeenrestrictedduetotheuniversitysystem’CompelledSpeech policy,whichrestrictsinstitutionsfromaskingstudentandfacultyapplicantsquestionsabouttheirideological beliefs(i.e.,attitudestowardsequity,etc).Ontheotherhand,thestate’spoliticallandscapealsocreateschallengesforprograms’agencytofacilitatestudents’developmentofcriticalconsciousness.AsAndreexplained, becausecoursematerialscanberequestedbythepublic(openrecordsaccess),thereisfearamongsomefaculty, discouragingthemfrominfusingcriticalperspectivesthroughouttheircourses.

Theseaddinvaluableinsightstotheliteratureonprincipalpreparationprograms’equity-orientedagencyin themidstofanti-DEIlegislationandwillbeofinteresttothoseinleadershippreparationanddevelopment.An understandingofthistensioniscriticalifwearetosupportandexpandpreparationprograms’equity-oriented agency.Relevanttotheconferencetheme,myexaminationofhowanti-DEIlegislationconstrainpreparation programs’abilitytoprepareschoolleadersforequitywillcontributeinvaluablytodiscussionsaroundturbulent forcesaffectinghighereducation.

Symposium-The leadershipdemandsof early-careerteachers: globalperspectives

Theleadershipdemandsofearly-careerteachers:global perspectives-Australia

Saturday,5thJuly-09:00:Symposium-Theleadershipdemandsofearly-careerteachers:globalperspectives (Coleridge)-Symposium-AbstractID:66

Dr.HelenGoode(TheUniversityofMelbourne),Dr.BerniMoreno

(TheUniversityofMelbourne)

Thispresentationispartofasymposiumfocusedontheleadershipdemandsofearly-careerteachers.This internationalresearchprojectispartoftheInternationalSchoolLeadershipDevelopmentNetwork(ISLDN). Schoolsareincreasinglycomplexorganisationsandresearchonleadershipinschoolsiscapturingthiscomplexity(Harris&Jones,2017;2022;Ziebelletal.,2020).Whilstleadershipfromprincipalsremainsimportantand continuestobestudied(Louis,etal.,2010;Grissom,etal.2021),thereisnowsigniﬁcantresearchthatexplores middleandteacherleadership(Bryantetal.,2020;Harris,2021;Harris&Jones,2022;Lipscombeetal.,2021; Tianetal.,2016).Thereisalsoanexpectationthatteachershaveanorganisationalleadershiprole,andthere isaburgeoningresearchfocusonteacherleaders(Wenner&Campbell,2017;York-Barr&Duke,2004)tothe pointthatthishassurpassedresearchonmiddleleaders(Harris&Jones,2017).Attheinitialteachereducation (ITE)level,teacherpreparationprogramsarenowbeginningtoincludeleadershipsubjectstobetterprepare newteachersfortheseincreasedleadershipexpectations(Acquaro,2019).Itis,therefore,timelytoconsider theleadershipworkandtheleadershipdemandsonnewteachersintheirﬁrstyearsofteaching.

Thisstudysoughttounderstandtheleadershipdemandsbeginningteachersfacethroughtheirfirstyearsof workthroughexploringwhatnewteachersareaskedtodo,andactuallydo,intermsofleadershippractices, andanyinfluencethismayhaveontheircareeraspirations.Datawerecollectedthroughsemi-structuredinterviewsof20recentgraduatesofteachereducationprogramsfromAustralianuniversitieswhowereintheir firsttofourthyearofteaching.Interviewswereconductedonlineandlatertranscribedandthencodedtobuild thematicunderstandings.

Findingsfromthestudyhighlightearly-careerpressurefromschoolsforbeginningteacherstotake-onleadershipresponsibilitiesinadditiontodevelopingtheirteacherexpertise.Findingsrevealedthatbythetime early-careerteachers(ECTs)wereintheirthirdorfourthyear,theyhadbeenaskedtoapplyforaformalleadershiprole,orwerealreadyactinginone.Asaresultoffragileworksecurityinthesector,thoseECTswho hadbeenorwereoncontractsdescribedhowtheyacceptedleadershiprolesinthehopethatthiswouldleadto moresecureandpermanentwork.ThestudyhasalsocapturedtheleadershipworkthatECTsself-initiatedas partoftheirdesiretosupportstudentsandtheirschools.

ThescopeandsigniﬁcanceofthisstudyﬁtswithintheEducationalLeadershipNetworkandiscloselylinked withthefollowingconferencesub-themes:

•Exploringtheevolvingresearchandevidencebaseforleadershipeducationandcapacitybuilding

•Policyandpracticelearningtosupportteacherandschoolleaderdevelopment

Theleadershipdemandsofearly-careerteachers:global perspectives-NewZealand

Saturday,5thJuly-09:15:Symposium-Theleadershipdemandsofearly-careerteachers:globalperspectives (Coleridge)-Symposium-AbstractID:120

Dr.IsaacDay(UniversityofCanterbury),Dr.BerniMoreno (TheUniversityofMelbourne)

Thispresentationispartofasymposiumfocusedontheleadershipdemandsofearly-careerteachers(ECTs). ThisresearchprojectispartoftheInternationalSchoolLeadershipDevelopmentNetwork(ISLDN).

EarlyﬁndingsfromNewZealandsuggestthatECTs’conceptualisationsofleadershipandleadershipactivity stronglyinﬂuencewhethertheyperceivethemselvestobeinvolvedinleadership.This,inturn,shapesthedemandsplacedupontheminenactingleadershiproles.ManyECTsviewleadershipasaformalandpositional endeavour,affectingtheirperceptionsofresponsibilityandtheexpectationsplacedonthem.Thoseundertakingformalleadershiprolesatthisearlycareerstageoftenreceivelimitedsupportfromtheirschoolsorthe widereducationsystem.Consequently,theynavigatethechallengesofleadingprofessionalpracticeamong theirpeers—oftenfacingcomplexinterpersonaldynamics—withoutstructuredguidanceormentorship. Incontrast,ECTswhoactivelysoughtorhadaccesstoinformalleadershipmentorsappearedbetterequippedto interpretandmanageleadershipchallenges.Theseteachersdemonstratedgreateroptimismabouttheirleadershipresponsibilities,suggestingthatmentorshipplaysacrucialroleinmitigatingthechallengesassociated withearlycareerteacherleadershipdemands.

ThedemandsonECTsinNewZealandmustalsobeunderstoodwithinthebroadersocio-politicalcontextof ongoinggovernmentreformsineducation,placingincreasingdemandsonschools.Thesereformsposition someECTsasprominentﬁguresinleadingchange—whetherbyhelpingcolleaguesinterpretpolicyshifts,facilitatingtheimplementationofnewteachingpractices,orreportingontheirimpacttoschoolleadership.This expectationnecessitatesexpertiseinmonitoringandevaluation,alongsidestrongpedagogicalandrelational competencies.However,manyECTsreportfeelingunderpreparedfortheseresponsibilities,experiencingsigniﬁcanttensionbetweenthedemandsofleadershipandtheirperceivedreadiness.Someexpressedgrowing anxietyabouttheirleadershiproles,leadingtodoubtsabouttheirlong-termaspirationsinleadership.

Theseearlyﬁndingshighlightthepressingneedformorestructuredleadershipdevelopmentandmentorship opportunitiesforECTstoensurethatleadershipdemandsdonotunderminetheirprofessionalconﬁdenceand careeraspirations.

Theleadershipdemandsofearly-careerteachers:global perspectives-Spain

Saturday,5thJuly-09:30:Symposium-Theleadershipdemandsofearly-careerteachers:globalperspectives (Coleridge)-Symposium-AbstractID:121

Dr.CristinaMoral-Santaella (UniversityofGranada),Dr.ReyesHernández-Castilla (UniversidadAutónomadeMadrid), Dr.BerniMoreno (TheUniversityofMelbourne)

Thispresentationispartofasymposiumfocusedontheleadershipdemandsofearly-careerteachers.This internationalresearchprojectispartoftheInternationalSchoolLeadershipDevelopmentNetwork(ISLDN). Preliminaryfindingssuggestthatnewlyqualifiedteachersreceivenospecifictraininginleadershiptasks,nor aretheyinformedaboutwhatitmeanstobeateacherleader.Althoughtheyarewellreceivedandaccepted withintheirschools,leadershipdevelopmentisnotactivelypromoted.

Whilethereisaclimateoftrust,departmentalgroupsoftenprioritisetheirowninterestsoverthoseoftheschool asawhole.Moreexperiencedteachersprimarilyassistnewteacherswithbureaucraticmattersratherthan teachingandlearningissues.Excessiveadministrativedemandsfurtherlimittheirprofessionalgrowth,asthey relyonseniorcolleaguesforguidanceonpaperworkwhileaddressingpedagogicalchallengesindependently. Althoughheadteachersoffersupport,agenuineprofessionallearningcommunityislacking.

Whendiscussingteacherleadership,theyrefertoa“leaderinlearning,”primarilywithintheirclassroom.They perceivetheirtrainingasinadequate,withsomefeelingtheyhavebeenpreparedonlyas“purelyacademic teachers”ratherthanasclassroomleaderswhoinspirestudents.Leadershiptasksassignedtothemareformal anddelegatedratherthanemergingorganically.Theirmainconcernisbeingeffectiveclassroomleaders,yet attemptstointroducenewideasareoftenobstructedbybureaucratichurdles,diminishingtheirmotivationto innovate.

Inconsideringchangeorimprovement,theyalsofactorintheirtemporarystatus.Withoutapermanentposition,theytendtoavoidpotentialconflicts,furtherrestrictingopportunitiesforprofessionalgrowth.The broadereducationsystemitselfimposeslimitationsthathinderschool-levelchangeandimprovement. Thisstudyisexpectedtohighlightthecrucialroleofeducationalleadershipinshapingtheexperiencesand professionalgrowthofnewlyqualifiedteachers.Findingswilllikelyrevealthatnoviceteachersperceiveleadershipasdisconnectedfromtheirroles,primarilybecauseitssignificancewithinschoolsisnotwellrecognised. Leadershipisoftenviewedasabureaucraticfunctionfocusedonadministrativetasksratherthanguidance, support,orpedagogicalinnovation.Althoughtheymayleadsmallprojects,theydonotseethemselvesasleaders.

Thelackofleadershiptrainingandtheabsenceofprofessionaldevelopmentprogrammesleaveneweducators unpreparedforschoolmanagement,pedagogicalleadership,andorganisationaldevelopment.Asaresult,they experienceinsecurityandreluctancetowardsleadershiproles.Furthermore,excessiveadministrativeworkloadsovershadowtheirfocusonteaching,makingleadershipappearimpracticalasacareerpath.

Thepressuresofadaptingquicklytoschooldynamics,managingclassroomseffectively,andmeetinginstitutionalexpectationsmakeleadershipseemanadditionalburden.Theundervaluationofleadershiproles,combinedwithalackofincentivesandrecognition,reinforcesthisperception.Additionally,theabsenceofinspiringleadershipmodelswithinschoolspreventsnewlyqualiﬁedteachersfromenvisioningthemselvesinsuch positions.

Often,theyareexpectedtotakeoninformalleadershiproles,suchaspeermentoringorimplementingnew methodologies,withoutthenecessarysupportortraining.Finally,thediﬃcultworkingconditionsandhigh stresslevelsexperiencedbycurrentleadersmakeleadershiprolesevenlessappealing.

Theleadershipdemandsofearly-careerteachers:global perspectives-USA

Saturday,5thJuly-09:45:Symposium-Theleadershipdemandsofearly-careerteachers:globalperspectives (Coleridge)-Symposium-AbstractID:122

Dr.SuzyHardie (UniversityofSouthCarolina),Dr.BerniMoreno (TheUniversityofMelbourne)

Thispresentationispartofasymposiumfocusedontheleadershipdemandsofearly-careerteachers.This internationalresearchprojectispartoftheInternationalSchoolLeadershipDevelopmentNetwork(ISLDN). Eachpaperwillsharepreliminaryﬁndingsfromaninternationalstudyexaminingtheleadershipdemands experiencedby50early-careerteachers(ECTs)inAustralia,NewZealand,Spain,andUSA.Thestudyexplores leadershiptasksnewteachersundertakeorarerequiredtoundertakeandhowtheseinﬂuencetheircareer aspirations.Usingaqualitativemethodology,weconductedsemi-structuredinterviewswithECTsacrossthe fourcountries,whichweretranscribedandcodedtoidentifyindividualandcollectivethemes.

PreliminaryﬁndingsrevealcommonalitiesandcontextualdifferencesintheleadershipdemandsfacedbyECTs. Internalandexternalpressurestoassumeleadershiproleswerenoted,affectingparticipants’willingnessorunwillingnesstopursueleadershippositions.TheresearchalsodocumentsinstanceswhereECTsinitiatedleadershipactivitiestosupportstudentsandtheirschools.

Thisstudy’sinternationalscopealignswiththeobjectivesoftheBELMASconference,offeringcriticalinsights intoearly-careerteacherleadership.Furthermore,thesymposiumprovidesanopportunitytoinviteconference participantstoengagewithandcontributetothisongoingISLDNresearchinitiative.

ParallelSession3

Implementingacultureofevidence-informededucationatall levelinsecondaryeducationinTheNetherlands

Saturday,5thJuly-10:45:ParallelSession3(Coleridge)-Theatre-AbstractID:201

Mr.BenVriesema (Jac.P.ThijsseCollege)

Leadershipplaysavitalroleinimplementingacultureofevidence-informededucation.Schoolleadersmust prioritizetheuseofresearchanddataindecision-makingprocessesandprovidethenecessarysupport,resources,andtimeforteacherstoengagewithevidence.Butworkingwithinanorganizationinwhichtherewas nodirecturgefeltbystaffandpersonneltoestablishacultureofevidence-informededucationisnotasinecure. Howtoimplementacultureofevidence-informededucation,wasoneofthecentralquestionsinthisstudy.This studyshowsthatinfoursmallstepsacultureofevidence-informededucationwasestablishedinsecondary schoolsinTheNetherlands.Smallstepswhichhaveledtoagiantleapforward.

Firststepwastoensureeducationalleaderstookactionsatdifferentlevels:collaborationamongeducators isacornerstoneofevidence-informedpractice.Bycreatingcollaborativeprofessionallearningcommunities (PLC’s)teacherscanprovideaplatformtoshareresearchﬁndingsandcollectivelyanalyzedatatoimprove theirteachingstrategies.

Secondstepwastobringresearch-knowledgeintoschoolstoshowtheeffectsofcertainstudies.Leadersin educationalresearchwereaskedtodiscusstheirﬁndingsinmicro-,macro-andmetasettingswithteachersand educationalleaders.Encourageteacherstotestandadjusttheirteachingmethodsbasedonevidenceofwhat worksbestfortheirstudents.Simultaneouslythepositionofan‘auctor’wascreated.An‘auctor’isasecondary educationprofessor.The‘auctor’isworkingtogetherwithteachers,adata-driven-teamandschooleaderswho havetogetherformeda‘research-knowledgecircle’.Signs,regularnewslettersandorganizingmomentsofthe PLC’stodiscussontheprocessandtheresearcharevitalatthispoint.

Thethirdstepwasofmajorimportance:alloftheteacherswere‘seduced’intoresearchbyﬁllingoutaquestionnaireaboutthe well-being ofthestudents.Presumablyitwasthisstepthatwouldmakethegiantleapforward: teachersareconcernedaboutthewell-beingoftheirstudents,sogatheringinformation,comparingandsharing data,allbecamepartoftheimplementingprocess.Schoolleadersexplainedandinformedteachersnotonly aboutthe how,butmainlyaboutthe why oftheresearchquestionnaire.Educationalleadersatthispointofthe processaretheparagonsandcornerstonesoftheprocess.Theirrolemustbevisibleforeveryonewithinschool. Thelaststepistheoneinwhichschoolleadersintegratetheresearchﬁndings.Byshowingdatainageneral meeting,teacherscouldexperiencethenecessityofresearchinaschool.Schoolleaderscanequipteacherswith thetoolstobetterunderstandthelinkbetweenevidenceandpractice,thusenhancingthequalityandrelevance oftheirteachingmethodsandestablishacultureofevidence-informededucation. Inthepresentationallfourstepsandresultsarehighlightedandresearchresultsareexplainedwithadataand anumberofexamples.

ThechangingroleoftheheadteacherinEnglandpost academisation

Saturday,5thJuly-11:00:ParallelSession3(Coleridge)-Theatre-AbstractID:186

Mr.JackLewis (InspiredEducation),Dr.DeborahOuthwaite(BELMAS),Dr.ClaireTupling(AQA),Dr.MarkGibson(Oxford BrookesUniversity),Dr.GiulianaFerri(UniversityCollegeLondon)

TheschoolinglandscapeinEnglandhaschangedsigniﬁcantlyinthepastdecadeasaresultof‘academisation’. Academyschoolshavemovedfrombeinglocallyadministeredtobeingindependentlyrun,anddirectlyfunded bynationalgovernment.Conversiontoacademystatushasbeenencouragedbythegovernmentonthepremise thatheadteachersareaffordedmoreautonomyovertheirschoolswithmoreeffectivelinesofaccountability. SuchschoolsarefrequentlygroupedinMulti-AcademyTrusts(MATs),morerecentlycalledSchoolTrusts,which hasconsequencesforleadershippractice.Theresearchinthisstudypresentstheperceptionsofpolicyimpact ontheroleoftheheadteachersworkingwithinaMAT.Theparticipantsincludetwoprimaryheadteachersand theChiefExecutiveOﬃcer(CEO)ofthetrust,arolewhichhasemergedasaleadershippositionoverthelast decade.Thisarticlesharestheleaders’viewsoneducationpolicytrends,particularlyhowthishaschangedthe centralteam,theMAT,andhowcollaborationwithinthetrusthaschangedtheroleoftheheadteacher.This uniqueresearchexaminedatrustthathasgonethroughthatprocessandrecordsthealteringdynamicsofa leadershipteamasaconsequence.

CultivatingConnection:ProfessionalNetworksasAnchorsfor NewandExperiencedPrincipals

Saturday,5thJuly-11:15:ParallelSession3(Coleridge)-Theatre-AbstractID:220

Dr.BerniMoreno (TheUniversityofMelbourne),Dr.SusanneSahlin (MidSwedenUniversity)

Thepreparationanddevelopmentofprincipalsisawidelyresearchedtopicglobally.Frommandatorynationalcoursestoself-directedinitiatives,theincreasingcomplexityoftheprincipal’sroleanddeclininginterest initunderscoretheurgencyoftheirdevelopmentandsupport.Principalpreparationcanoccurexternally throughuniversityprogramsorinternallyviaactivitieslikeshadowingexperiencedleaders.Externalprofessionalpreparationprograms,whethermandatedorvoluntary,offeraspiringandnewprincipalsopportunities toformprofessionalnetworks,whicharecriticalfortheirpreparationandongoingdevelopment.Forinstance, arecentSwedishstudyhighlightsthevalueschoolleadersplaceonengagingwithpeersduringprofessional learning,demonstratingtheimportanceoftheseinteractionsbeyondformalcourses(Sahlin,2023).

ThisstudyextendsearlierresearchonAustralianandSwedishprincipals’perceptionsoftheirleadershippreparationbyexaminingtheroleofprofessionalnetworksinthedevelopmentofbothnewandexperiencedprincipals.Theguidingresearchquestionis:(1)Howhaveprofessionalnetworksassistedschoolleadersintheir developmentasaprincipal?Datawerecollectedviasemi-structuredinterviewswith20AustralianandSwedish principalsandanalysedusingdatacondensation,display,andveriﬁcationtechniques(Milesetal.,2020).The analysisrevealedseveralkeythemesregardingthevalueofprofessionalnetworksandtheirdiversecontributionstoprincipals’roles.

PreliminaryfindingsfromAustraliandataemphasisetheimportanceprincipalsplaceonnetworksformedearly intheircareers.Fornewprincipals,professionalnetworksserveas anchorsforstability,providingcritical supportfornavigatingchallengessuchasstaffmanagement,trust-building,anddecision-making.Conversely, experiencedprincipalsvaluenetworksformaintainingtheirsenseofbelonging,reducingprofessionalisolation,andsupportingtheirwellbeing,servingas anchorsforsustainability.Thesefindingsalignwithexisting literatureonthesignificanceofprofessionalnetworks(Daniëlsetal.,2019;Huber,2011).

Swedishprincipalssimilarlyhighlightthepivotalroleofnetworkingintheirprofessionaljourneys.Networking,particularlyduringprincipaltraining,wasviewedasessentialforbuildingprofessionalconnectionsand fosteringcollaboration.Forprincipalsinisolatedroles,thesenetworksprovidedvaluablepeerinteractionand support.Acriticalthemethatemergedwastheroleofprofessionalnetworksindevelopingprincipals’conﬁdenceandshapingtheirprofessionalidentities.TheSwedishNationalPrincipalTrainingProgram(NPTP)was especiallyimpactful,fosteringasenseofbelongingandstrengtheningleadershipassurance.

Overall,thisstudydemonstratesthemultifacetedroleofprofessionalnetworksinprincipaldevelopment.For newprincipals,networksprovidefoundationalsupporttomanagethecomplexitiesofleadership.Forexperiencedprincipals,theypromoteresilience,professionalconﬁdence,andasenseofcommunity.Theseﬁndings underscorethevalueoffosteringprofessionalnetworksthroughoutaprincipal’scareertoenhanceleadership capacityandwellbeing.

TheEffectofChangeLeadershiponTeacherCommitmentand InclusivePracticesinOman

Saturday,5thJuly-11:30:ParallelSession3(Coleridge)-Theatre-AbstractID:41

Dr.YasserAl-Mahdy (CollegeofEducation,SultanQaboosUniversity),Dr.FayrouzElwakil(TantaUniversity)

TheEmergingresearchhighlightsthecriticalroleofleadershipinshapingteacherpracticesandfosteringcommitmenttoinclusiveeducation.However,anotablegapremainsintheliteratureconcerningthespeciﬁcmechanismsthroughwhichchangeleadershipinﬂuencesteachers’commitmenttoinclusionandtheirimplementationofinclusivepractices,particularlyinnon-Westerneducationalcontexts.Whilepreviousstudieshave exploredtheimpactofleadershiponinclusiveeducation,empiricalevidenceonthisrelationshipwithinthe Arabworld-particularlyinOman-remainsscarce.GiventheincreasingpolicyemphasisoninclusiveeducationinOman,adeeperunderstandingofhowleadershipfostersteachers’commitmenttoinclusioniscrucial fordrivingsustainableeducationalreform.

Thisstudyaddressesthisgapbyexaminingamediated-effectsmodelthatexplorestherelationshipbetween changeleadershipandteachers’inclusivepractices,withaffectivecommitmenttoinclusionasakeymediatingvariable.Thestudysurveyed501teachersworkinginpublicschoolsimplementinginclusiveeducation programsforstudentswithdisabilitiesinOman.Participantscompletedvalidatedinstruments,includingthe ChangeLeadershipScale,AffectiveCommitmentScale,andInclusivePracticesScale.Structuralequationmodeling(SEM)wasemployedtotestthehypothesizedrelationships.Thefindingsrevealthatchangeleadership significantlyenhancesteachers’commitmenttoinclusion,which,inturn,positivelyinfluencestheirimplementationofinclusivepractices.Moreover,resultsindicatethatchangeleadershipexertsbothdirectandindirect effectsonteachers’inclusivepractices,withaffectivecommitmentactingasasignificantmediator.

Theseﬁndingsemphasizetheimportanceofschoolleaderscultivatingchangeleadershipcompetenciesand fosteringteachers’commitmenttoinclusiveeducation.GiventhelimitedresearchonchangeleadershipininclusiveeducationwithintheArabregion,thisstudyoffersvaluableinsightsforpolicymakers,schoolleaders, andresearchersseekingtoenhanceinclusiveeducationalenvironments.Thestudyemphasizestheneedfor professionaldevelopmentprogramsthatstrengthenschoolleaders’abilitiesintransformationalandparticipatoryleadershiptoeffectivelysupportandsustaininclusiveeducationinitiatives.

ByaddressingasigniﬁcantgapintheliteratureandprovidingempiricalevidencefromOman,thisstudycontributestotheglobaldiscourseontheintersectionofchangeleadership,teachercommitment,andinclusive practices,particularlyinunderrepresentededucationalcontexts.

Keywords: ChangeLeadership,TeacherCommitment,InclusivePractices,Oman,InclusiveSchools.

ParallelSession3

OperationalisingLeadershipVision:Agile,Lean,andAI StrategiesforContinuousImprovementinHigherEducation

Saturday,5thJuly-10:45:ParallelSession3(Keats)-Theatre-AbstractID:275

Mrs.LOGAYNASADIGAKERWAT (UniversityofBirmingham),Dr.AzizaMahomed(UniversityofBirmingham),Dr.DanielL. Donaldson(UniversityofBirmingham)

Amidescalatingaccountabilitypressuresinhighereducation,thisstudyinvestigateshowvisionaryleadership canbepracticallyembeddedintoteachingandlearningpracticesthroughtheintegrationofAgilemanagement andLeanproductionmethodologiesdrawnfromtheengineeringindustry.Thestudyintroducestheconceptof “ArtiﬁcialWisdom”intheHEcontext,acyclicalprocesswhereinleadershipvision,dynamicmethodologies,and generativeAIcollaborativelyenhancethelearningexperience,aimingtotranslatestrategicgoalsintotangible assessmentoutcomes.

Theresearchexaminestheinterplaybetweenleadershipvision,Agileprocesses,andLeanqualityinshapingeducationalenvironmentsbasedonexperimentswithanexistingAImodelandstaffinterviews.While thesemethodologiesfocusonefficiency,continuousimprovement,andaccreditationrequirements,thestudy assessestheirapplicabilityandlimitationswhentransferredfromindustrialcontextstoeducationalsettings. Theauthorsareawareofthepotentialoversimplificationofcomplexpedagogicalprocessesandtheriskofunderminingeducationalvalueswithindustrialefficiencymodels.Thisisanotherreasontolookatthechallenges ofaligningthesemethodologieswiththeinherentlyhuman-centricnatureofteachingandlearning.

ThecentralresearchquestionaddresseshowintegratingAgileandLeanmethodologies,augmentedbygenerativeAI,canfosterArtiﬁcialWisdomtobridgethegapbetweenstrategicleadershipanddailyeducational practices.Thisinquiryisgroundedintheoreticalframeworks,incorporatingprinciplesfrommanagementmanifestosandeducationalleadershiptheorieswhileevaluatingtheassumptionsunderlyingthesemodelsandtheir compatibilitywithUKeducationalparadigms.

Furthermore,generativeAIandLargeLanguageModels(LLMs)areexploredasthemaincontributorstoadvancingassessmentpracticeswithinthisresearchframework.CombiningAItechnologieswiththeeducational processandaddressingcareerrequirements,thestudydemonstrateshowLLMscanbefostered,effectively enhancinguniversityassessmentandfeedbackmechanisms.

Thisworkpresentsaconceptualmodelthatintegratesvisionaryleadership,Agilepractices,andemergingAI technologiestoofferaperspectiveonnavigatingcurrentandfuturechallengesinhighereducationthrough continuousimprovementandsustainablepractices.

Initialresultsindicatethatwhiletheapplicationofthesetechnologiesandmethodologiescanpromotearesponsive,student-centredlearningenvironmentandfosteracultureofcontinuousimprovement,theyalso raisesigniﬁcantconcerns.Theseincludethepotentialerosionofpedagogicalautonomy.Theimplicationsof thisresearcharesigniﬁcantfortheuseofAIinassessmentsandfeedbackandforleadershipeffectivenessin highereducation.Itsuggestsamodelthatsupportsleadershipdevelopment,sustainability,andthecontinuousalignmentofinstitutionalgoalswithteachingandlearningpractices,butitcallsforacautiousandcritical approach.

SchoolInspectionsandHeadteachers’Professional Dissonance:Rethinkinghowweassessschoolsuccess.

Saturday,5thJuly-11:00:ParallelSession3(Keats)-Theatre-AbstractID:290

Ms.MadelaineBaker (GlasgowCityCouncil),Ms.AlisonMitchell(UniversityofGlasgow)

Introduction

Thispaperexplorestheearlyﬁndingsfromphaseoneofaresearchstudyofheadteachers’recentexperiences ofHisMajesty’sInspectorateofEducation(HMIE)schoolinspectionsinScotland.Theauthorisaresearcher participantandacurrentheadteacherinScotland.Thepaperwillconsiderwhetherreportsonschoolsin disadvantagedareashavecommonthemesintermsofthelanguageandgradingsofthereportsandcompare thiswiththelanguageandgradingsoflessdisadvantagedschools.

Rationale:

TeachingunionsinEnglandhaveraisedconcernsregardingEngland’sEducationInspectionframeworkfollowingthedeathofaprimaryheadteacherinJanuary2023whichwasdirectlylinkedtothegradingprocessand inadequaciesintheprocessitself(Judiciary,2023).Thistragedycausedshockanddisappointmentandcaused theprofessiontoquestiontheprocessintermsofsupportingimprovementandtheimpactthatitcanhaveon schoolleadersandschoolcommunities(NationalEducationUnion,2023).

Theseconcernsare:

1.Thereductivenatureofthe‘grading’ofschoolsandthelanguageusedinreports

2.Theimpactoftheinspectionmodelonthewell-beingofschoolleadersandschoolcommunities.

Schoolsinmoredeprivedareasaremorelikelytoreceiveapoorerinspectionresult(Jerrim&Jones,2024)and, asaresult,thegradingofthereportandtheimpactthatthiscanhaveonschoolleadersandschoolcommunities canbenegative.

SigniﬁcancetoEducationalLeadership: Theaimsoftheﬁrstphaseofthestudyare:

•Toanalyselanguagearoundlearningandteaching,andattainment,ininspectionreportsconductedin schoolssituatedinareasofdeprivation.

•Tocomparegradingsandconsidertheimpactoftheseonschoolleadersandschoolcommunities.

Methodology:

Acomparativediscourseanalysis(CDA)wasconductedof5HMIEreportsgatheredfromstateschoolswhich have70%+learnerswholiveinquintile1oftheScottishIndexofMultipleDeprivationand5reportsfrom(state) schoolswhichhavefewerthat30%oflearnerslivinginSIMDquintile1.Thereportsweretakenbetweenthe years________________Thestudyconsideredthelanguageandthegradingintheareasoflearning,teachingand attainment.

Findings:

TheﬁndingsofthestudyfocusonthethemesdrawnfromtheCDAofthelanguageoftheinspectionreports aroundlearningandteachingandattainment.Theauthorhighlightsdisparitiesbetweenthelanguageofthe reportsonlearningandteachingbetweenschoolsindisadvantagedareasandschoolwithlessdisadvantage.A furthercomparisonismadearoundthegradingsalongsidethelanguage.Phasetwoofthestudywillbeginto considertheimpactofdisparityonschoolleadersandschoolcommunities.

Saturday,5thJuly-11:15:ParallelSession3(Keats)-Theatre-AbstractID:273

Ms.MarieMcQuade (UniversityofGlasgow),Ms.HeatherDouglas(GlasgowCityCouncil),Ms.AngelaMcConalogue(Glasgow CityCouncil),Ms.AlisonMitchell(UniversityofGlasgow)

Asignificantconcerninmanyeducationsystemsinternationally,istherecruitmenttoandretentionofsufficient numbersofsuitablyqualifiedandexperiencedpractitionersandleadersinEarlyYears(EY)establishments.This isalongstandingglobalissueandScotland’ssystemisnoexception.Researchconsistentlyshowsthateffective leadershipisoneofthemostsignificantcontributorstohighqualityearlyyearsservices.Earlyyearsleaders navigatecomplexroles,jugglingpedagogicalleadership,operationalmanagement,familysupportandstaffdevelopment.Evidenceindicatesthatamongthe‘survivalskills’fornewleadersintheEYsector,mentoringfor earlyyearsheadscansupportemotionalwellbeing,professionalconfidenceandcompetenceofleaders,especiallythosenewtothefield.Inaddition,forsystemdevelopmentandtomeetpolicyintention,mentoringhelps identifyandnurtureemergingleaders,providingpersonalisedandcontextualiseddevelopmentopportunities thattraditionalcentralisedtrainingcannotmatch.

Thispaperreportsﬁrstlyonﬁndingsfromtheauthors’researchwithexperiencedearlyyearsheadsinScotland. Crucially,thereisaneedformentoringsupporttobestructuredasanentitlement,withvalueplacedonmentoringthroughallocationofresourcesandspacesforcriticalconversationsaboutthechallengesofheadship.

Secondly,thepaperreportsonadistrictanduniversitypartnershipinScotland:The EarlyYearsHeadsMentoringProgramme fromtheperspectivesoftheUniversityresearchers,adistrictleadandEYheads.Development oftheprogrammewassupportedbylearningfromtheexperienceofcolleaguesintheRepublicofIreland,and lessonsfromthedistrict’smentoringprogrammeforschoolprincipals.Therationaleandcontentoftheprogrammewasunderpinnedbythislearning,fromresearchindicatingthevalueofmentoringtoaddressleadershipwellbeinganddevelopmentandalsoformativeevaluationdatafromtheﬁrstcohortofmentors.The programmeinvolves:

• Fulltrainingformentors:ongoingprofessionallearningforexperiencedEYheadsinthedistrict;

• Mentoring forallnewEYheads,asanentitlementinthedistrict;

• Systemleadership opportunityforthementoringdesignteam(comprisingrepresentativesfromthe university,districtandschools);

• Iterativelearningsystemdesign.

Finally,thepaperwillpresentresearchmethodsandfindingstodateontheimpactofthepartnershipprogramme,throughaformativeevaluationprocess.Thisresearchamplifiesthevoicesoflong-servingheads(mentors),newheads(mentees)andthementoringdesignteam(experiencedheads)insiximpactcriteriaaround experienceofthepartnership,professionalgrowthandpractice,developmentofnewskillsandknowledge, confidenceandwellbeing,motivationandjob-satisfaction,andimpactonstudentlearninginschoolsandinthe widereducationsystem.Thefindingshaveimplicationsforearlyyearsheadshipsupportandcontinuedprofessionallearning,inparticularrelatingtothedesignofmentoringorsimilarprogrammesatalocalornational level.TherearealsopropositionsfortheBELMAScommunityaroundhowsuchapartnershipmaychangethe perceptionandrepresentationoftheEYHeadrole,raisingparityofesteemacrosstheeducationsectorinatime whentherecruitmentandretentionaredeemedbytheOECD,WorldBank,andScottishGovernmenttobeat crisislevel.

Improvingliteracyteachingandpromotingcollaboration: insightsfromanevaluationofaplace-basedprogrammeina remoteruralcontextinEngland

Saturday,5thJuly-11:30:ParallelSession3(Keats)-Theatre-AbstractID:207

Dr.NatalliaYakavets (UniversityofNottingham),Prof.TobyGreany(UniversityofNottingham),Dr.MikeAdkins(Universityof Nottingham)

Theachievementofequityisinfluencednotonlybyteachers’practice,thecurriculumandin-schoolfactors butalsothecomplexrangeofinteractingprocessesthatinfluencepupilsandthelifeoftheschool,including socio-economicfactors,culture,governmentpolices,etc.(Ainscowetal,2012).Schoolsinremotegeographical areas,sufferingfromdeprivationandculturalisolation,oftenhavelimitedaccesstoresources,includinghigh qualityleadersandteachers.ThispaperpresentstheresultsofthefinalyearofevaluationoftheWesternExcellenceinLearningandLeadership(WELL)initiative(Greanyetal,2022;2024;forthcoming).Thisthree-year (2021-24)place-basedprogrammeaimedtoimproveeducationaloutcomesfordisadvantagedpupils,acrossisolatedanddeprivedareasonthewestcoastofCumbria.AcorethrustofWELL’sinitiativeswastouseevidenceinformedapproachestoimprovepupilattainment;providehighquality,researchledprofessionaldevelopment andproveninterventionprogrammes;andprovidecurriculumenrichmentopportunitiesforthemostvulnerablepupils.

Thepaperdrawsondatafrominterviewswithsystemleaders,schoolleadersandteachers(21participants)in sixcasestudyschools.Thesedatawerecollectedovertwofieldtripsalongwithfollowupinterviewsbetween FebruaryandJune2024.Specifically,thepaperexploreshowtheseschoolshaveworkedseparatelyand,increasinglycollaboratively,toenhanceidentificationofpupils’needsandhowthesecanbeaddressed.Akey areahasbeenasharedfocusonliteracyinterventions(e.g.ReciprocalReading).TheWELLprogrammehas providedfundingfortheNewGroupReadingTest(NGRT).Thisshapedlocalsecondaryschoolsintheirthinkingabouthowtodevelopnewinterventionsandmeasuretheirimpact.Ithashelpedtoestablishmoreexternal linksandajointapproachwithotherschools,includingsharingoftheliteracydata.

Thefindingsshowtheimportanceofrealisticambitionsandthebenefitsofgivingschoolleadersandteachers theknowledgeandskillstoexerciseprofessionaljudgementandtoreflect,refineandadaptinterventionswhere neededtobettermeettheneedsoftheirschoolcontexts.Therehasbeenashiftinschoolleaders’andteachers’ thinkingandattitude,withafocusonwhatishappeninginclassrooms;whatconsistencyandqualitylooklike, andthequalityofevidence.

Thepaperprovidesanoriginalcontribution,giventhatveryfewexistingstudieshaveexploredhowaplacebasedprogrammeinremoteruralareassupportsliteracyinterventionsfordisadvantagedpupilsandpromotes collaboration.Thereisagrowingrecognitionofthevalueofhighqualitygeographicallyspeciﬁcdatatoinform thedesignofplace-basedprogrammes(Maxwelletal.,2017)andthispaperisintendedtoaddtotheknowledge base.

ParallelSession3

TheLeadershipChallenge:improvingProfessionalLearning inMalteseSchools

Saturday,5thJuly-10:45:ParallelSession3(Shelley)-Theatre-AbstractID:27

Prof.ChristopherBezzina (UniversityofMalta),Ms.DeniseGatt (DirectorateforQualityandStandardsinEducation)

ThepurposeofthispaperistocontextualisethenotionofleadershipforlearningwithintheMaltesecontextand presentthechallengesthatthecountryfacestoimprovethelevelofprofessionallearningamongsteducators. Itisarguedthatsuccessfulreformneedstostartwithlookingatthenotionofcollaborationandsoatdifferent levels.Twomainshiftsareproposed.Firstly,anewpartnershipbetweenschoolsasnetworksandcentral leadershipisrequired,onethatisbasedonnewformsofgovernance.Asecondshiftisthatofenhancing theprofessionalcapitalofteachersandleadersbyfocusingonnurturingschoolsintoprofessionallearning communitiesandextendingittonetworkedlearningacrossschools.Inthisway,teachers’professionalism andprofessionalidentityareredeﬁned.Thepaperwillexploretherolethatleadershipandgovernancehave onthewayweviewreformandthenurturingofprofessionallearninganddevelopmentinMalteseschools. Thepositiontakenisthatcentraltoanychangesrequiresexploringtheneedtonurturetrustasafundamental principlethatgovernsthewaywerelateatbothsystemsandschoollevel.Unlessachangeinmindsetisadopted fewchangeswillleaveanimpactwhereittrulymatters,studentlearning.

Weatheringthestorm:theimpactofexecutivecoachingon Headteachers’self-esteemandself-eﬃcacy.

Saturday,5thJuly-11:00:ParallelSession3(Shelley)-Theatre-AbstractID:14

Mr.MartinKerridge (LiverpoolJohnMooresUniversity)

Acontributingfactortotheturbulentnatureofleadingwiththecontextofreformandcontinuouschange intheeducationsector,isasystematicfailuretoinvestinleadershipdevelopmentandsupport,especiallyas thechallengesofsuchleadershiprolesbecomemoreapparentinacomplexandchangingmodernsociety. SuchfailingisleadingtotheproblemsofrecruitingandretainingHeadteachers,wheretheperceivedpressures haveanegativeimpactonleaders’senseofself-esteemandviewsoneffectivenessandself-eﬃcacy.Thestorm appearstobeoverwhelming.

Thispaperpresentstheﬁndingsofayear-longphenomenographicstudyofagroupofthirteenheadteachersin Englandwho,duringtheyear,completedanexecutivecoachingprogramme.

Theparticipantstookpartintwoface-to-face,one-to-oneinterviews.Thefirstatthecommencementoftheexecutivecoachingprogrammeandthesecondattheconclusionoftheprogramme.Eachinterviewwasprefaced withashortquestionnairetoreflectonself-esteemandself-efficacy,usingRosenberg’sSelfEsteemScale(RSES) andSchwarzerandJerusalem’sGeneralSelfEfficacyScale(GSES).

Theresearchexaminedwhetherifexecutivecoachingisanintegralelementofleadershipdevelopmentand support,doHeadteachersbecomemoreconfidentasleaders,betterabletoweatherthestorm?Specifically, doestheimpactofcoachinghaveatangibleimpactonHeadteachers’confidenceasreflectedintheirself-esteem andself-efficacyasreviewedthroughadaptationsofRSESandGSES?

TheuseofMarton’sphenomenographicmodel,aninterpretivistmethodology,seekstoidentifythedifferent waysinwhichthe groupofHeadteacherswhotookpartintheexecutivecoachingprogramme,experienced, conceptualizedandunderstoodcoachingasaphenomenonandconnectedthistotheirownperceptionsofselfesteemandself-eﬃcacy;notseekingconformityofresponsebutratherseeingpatternsofconvergenceand divergencetoascertainwhatcanbelearnedfromsimilaritiesanddifferences.

Thepaperproposestheimplicationstheﬁndingshaveforbothpolicyandpractice.

AchievingImprovementunderTurbulence:ThecaseofAn InterschoolCollaborationInitiativeinJordan

Saturday,5thJuly-11:15:ParallelSession3(Shelley)-Theatre-AbstractID:160

Mrs.RolaKaterji(AmericanUniversityofBeirut),Dr.RimaKarami (AmericanUniversityofBeirut)

Thereiswideagreementthatsustainingschoolimprovementinturbulentcontextsrequireflexibleandadaptive approaches.Iterativedesign-basedapproaches,suchascollaborativeactionresearch,areparticularlyimportantduringimplementationofimprovementinitiatives.Theyinvolvecontinuousreflectionandadaptation, ensuringthatchallengesareanticipated,andsolutionsremainpracticalandsustainablewithinthespecific educationalenvironment.Moreover,theyallowleadersofchangetonavigateandinfluenceorganizational dynamics,toensureitssustainability,alignmentwiththeorganization’sgoals,andresponsivenesstoitsturbulentcontext.Meanwhile,inter-schoolcollaborationhasemergedasapromisingstrategyforimprovement.It buildsprofessionalnetworksthatfacilitatecollaborationandresourcesharingthatareessentialtocopewith theuncertaintiesandchallengesassociatedwithchangeandwithturbulentcontexts.Thisincludesfosteringa supportiveenvironmentthataddressespractitioners’concernsandanxietiesandofferingemotionalsupport. InthepostcolonialstatesoftheArabregion,manyeducatorsstrivingtoleadimprovement,operateinturbulent contextsthatendureeconomiccrises,politicalinstability,andconflicts,makingresponsiveandcollaborative designsessentialtotheirendeavor.Despiteitspromises,thepracticeofinter-schoolcollaborationasstrategy forschoolimprovementisalmostnon-existent.

Thisstudybuildsonanexploratoryresearchthatexaminedararecaseofaninterschoolcollaborationamong ﬁveJordanianprivateschoolsleadingimprovementinacontextwithfrequentsafetyandpoliticalinstability. Theexplorationconcludedwithamodelforinterschoolcollaborationasastrategyforimprovementthatis informedbyinternationalliteratureyetgroundedinthefour-yearexperienceoftheseschools. Thisstudyexaminestheextenttowhichthecomponentsofthisgroundedmodel,andthestrategiesitpromotescanbeconsideredeffectiveinachievingimprovementwhilerespondingtoturbulentconditions.Itleans onatheoreticalunderstandingoftheexistingliteratureonleadingundercrisisandreexaminethemodel andthedatathatleadstoitsdevelopment.Datasourcesincludeddocumentedinterviews,reﬂections,and projectprogressreportsandnotescollectedandarchivedthroughouttheimplementationoftheinterschoolcollaborationinitiative.

Findingsshowedthatthemodel,groundedinaschool-universitypartnership,emphasizestheuniqueroleof university-basedfacilitatorsascollaborativeactionresearchers.Itsupportedschoolsthroughastructuredinquirycycleprovidingtailoredexpertassistance.Twomainfeaturesofthisinquiry-basedcycle,knownasthe “Project”ImprovementJourney,werehighlighted:planningforimplementationwithmonitoringstopswhere participantsidentiﬁedchallenges,andadopting“evolvingdesignplanning”whereparticipantsreﬁnetheir plansduringimplementationbasedonevidence.Themodelalsoemphasizedthefacilitationprocessthatofferedemotionalandsocialsupportthroughouttheinitiative,andtheinclusioninaprofessionalnetworkwitha collectivevisionforself-renewal.Thissupportedskillacquisition,andreducedconcernsabouttheuncertainty ofchange.Additionally,themodelemphasizedtheimportanceofaddressingpressingneedswhicharecrucial inregionswithinstabilityandlimiteddocumentedguidelinesandpolicies.

Thisstudyhasimplicationsforpolicymakers,andactionresearchersbyofferingaframeworktoguideand supportinterschoolcollaborationinschoolsinturbulentconditions,enablingthemtorespondtocriseswhile layingthefoundationforcontinuousimprovement.

Saturday,5thJuly-11:30:ParallelSession3(Shelley)-Theatre-AbstractID:140

Dr.ElsonSzeto (TheEducationUniversityofHongKong)

Middleteacherleadershiphasbeeninterpreteddifferentlyinchangingeducationalstructuresandcurricula sincetheturbulentcrisesofrecentyears.Relatedteacherswereexpectedtosustaintheirsalientleadership rolesinstrengtheningstudentlearningdevelopmentinschools,regardlessofthecrises.However,someteacher leadersrealisedtheimpactofthecrisesonthelearningdevelopmentofstudentsinpublicschools.Infact, profilesofstudentpopulationhavechangedinHongKongschoolsduetothecrises.HongKongisacontroversial cityofmainlandChinaintheAsianregion.Manyfamilieshaveleftthecitytomovetootherpartsoftheworld, whilefamiliesfromothermainlandcitieshavebeeninvitedandacceptedtosettledowninthecity.Thus, teacherleadersfacediversifiedstudentpopulationsinmanyschoolsandchangingprofessionalrequirements intheeducationsystem.Thekeyquestionis:Whatarethechallengestoteacherleadershippracticesinthe schoolhierarchyandthesystemsincetheturbulentcrises?Thisabstractfocusesontheteacherleadership practiceinthesubjectsforsecondarystudentsinthediversifiedpublicschoolsofHongKong.Aqualitativecrosscasestudyofthechallengesfacingtwomiddleteacherleadersinapublicmainstreamandspecialeducation school,respectively,wasconductedduringtheeducationalchangessincethecrises.Regardlessofthesubjects theyteach,themiddleteacherleadersneedtotakeresponsibilityforrelatedpolicypriorityacrossthelevelsofa schoolhierarchycommandedbythecentraladministration.Theleadershippracticeofthesubjectdevelopment forallstudentsinalignmentwithschooldevelopmentseemstobetheleastpriority.Thecasestudyreflects thetwomiddleteacherleaders’viewsandmindsetsonqualityeducationincontrasttotheeducationalchange commandedbythecentraladministration.Interestingly,theirmindsetsaresplitintotwoideas,namelyworking asateacherinaschoolforlivinginthecity,andimmersiveteachingofteachers’equitableandjusticebeliefin qualityeducationforeverystudentwithvariouscharacteristics.Implicationsofthechallengesofrethinking thevisionandmissionofthemiddleteachers’thoughtsofqualityeducationarealsodiscussed.

ParallelSession3

FromPolicytoPractice:AnExaminationofHeadship PreparationandDevelopmentinGhana.

Saturday,5thJuly-10:45:ParallelSession3(Tennyson)-Theatre-AbstractID:188

Mr.HarryAsamoah-AnsahMante (UniversityofNottingham)

Headshippreparationanddevelopmentarecriticalcomponentsforpromotingeffectiveeducationalleadership (Bush,2018).InGhana,policymakersarecentrallyinvolvedintranslatingnationaleducationalpoliciesinto practicalprogrammestoenhanceschoolheads’leadershipcapabilities(Ampah-Mensahetal.,2024).Thispaper reportstheﬁndingsofastudyofthespeciﬁcrolesandresponsibilitiesoftheMinistryofEducation(MoE),and theGhanaEducationService(GES)inthepreparationanddevelopmentofschoolheads.

Thestudyadoptedaqualitativeapproach,combiningsemi-structuredinterviewswithpolicydocumentsto gatherdata.Apurposivesamplingofsevenpolicymakers:threeRegionalEducationDirectorsfromGES,three PolicyPlanningOﬃcers,andoneSeniorResearchOﬃcerfromtheMinistryofEducationprovidedinsightful responsesontheroleandresponsibilitiesofpolicymakersinpreparinganddevelopingschoolheads.Thedata wereanalysedsystematicallyusingNvivoandreportedthematically.

ThefindingsshowthattherolesandresponsibilitiesofboththeMinistryofEducation(MoE),andtheGhanaEducationService(GES),intheprovisionofleadershipdevelopmentopportunities,andleadershipcapacitybuilding,areintertwinedandcollaborative.Ministry-levelresponsibilitiesinvolveplanningstrategicleadershipdevelopmentpolicyinitiatives,andresearchandpolicyevaluation,while,attheregionallevel,responsibilities focusonoperationalpolicyimplementationinallschools,schoolperformancemonitoringandfeedbacktothe Ministry.BroadleadershipmodelsarespecifiedbytheMinistryofEducation.Forexample,basedonneedsand situationalanalysis,theflagshipprogramme,NationalEducationalLeadershipInstitute(NELI),isintendedto focusonretrainingschoolheadsintransformationalleadership.

Engagementswithstakeholdersisemphasised.Theseincludelocalstakeholders(suchasparents,chiefs,faithbasedorganisations,municipalauthorities),whichareengagedbytheGEStosupporteducationalgoals.The Ministryengagesmultilateral,bilateral,andNGOdevelopmentpartnersinaligningschoolleadershipprogrammeswithnationalpriorities.

ThisstudyprovidesafoundationforunderstandinghowpolicymakersshapeheadshippreparationanddevelopmentinGhana,offeringimplicationsforpolicymakers,schoolheads,andteacherstoimprovetheirleadershippractice.

Illuminatingthepermeations,deviationsandexclusionsfor theroleofparentsinthecorporatisedschoolgovernance: poeticcutsinamurmurationofdata.

Saturday,5thJuly-11:00:ParallelSession3(Tennyson)-Theatre-AbstractID:132

Dr.KarenHealey (TheUniversityofManchester)

Thispaperrespondstothecallfortheﬁeldofeducationalleadership,managementandadministration(ELMA) toexperimentwitharts-basedmethods.Inresponse,Iuseapoeticinquiryapproachtotranscription,analysis and[re]presentationtoexplorethepermeations,deviationsandexclusionsindiscoursesandpracticesshaping theroleofparentsinthegovernancearrangementsofEngland’smulti-academytrusts.Thisstudywaslocated inthreemulti-academytrustswithacademieslocatedinwhatpolicydescribesas‘disadvantaged’communities.Datawasgeneratedthroughanarrativeinterviewapproach.Participantsincludedthreeparentsfrom oneacademyineachmulti-academytrustandcorporateactors,suchastrustees,thechiefexecutiveoﬃcer, principalsandotherleaderswithresponsibilityforengagingwithparentswithinthemulti-academytrustand academysite.

Conceptualisinggenerateddataasamurmuration,I[re]turnto cut throughitatthreedifferentplacesandsee howthesedata[re]formto[re]presentthecomplexityofparticipants’livedexperiencesconcerningtherole ofparentsinthegovernanceofMATs,wherediscursiveformationsshapepracticebutarealso[re]shaped,as participantsrelationallyenactorresistpolicylocally.Suchaconceptualisationoffersanovelwaytounderstandthedataasrelationalanddynamic,anunderstandingwhichisoftenobscuredbythetranslationsand categorisationsofthematicanalysis.InemployingBarad’sconceptofthe agentialcut, Iamabletoexplorethe [re]formingofthesedatawithinthemurmurationaseachcutpointstotheboundarywheredistinctionsare made,ascorporatisedgovernanceismaterialisedintheserelationalentanglements.

Each[poetic] cut entanglesus(participant,researcherandreader)withthecomplexityofparticipants’lived experiences,exploringwhoseknowledgematters.Adoptingapoeticapproachoffersbothformandprocess;a placetodwell,positioningparticipants’criticalagency;blurringboundariesandseekingtohealwoundsofdehumanisationcreatedthroughtechnocraticexpertiseandpracticesofcorporatisationfocusedonperformance, compliancyandriskmitigation.

InthispaperIcontributeﬁrstlytotheﬁeldofELMAmethodologicallybyextendingmethodtraditionstoinclude arts-methodsandinparticularpoeticinquiry.Secondly,Iofferanovelwayofilluminatingandacknowledging therelationalityofourdatathroughtheconceptualisationofthemurmuration:dynamic,formingandreforming,yetboundedintogetherness.Thirdly,Imakeanempiricalcontributiontounderstandingparents’positioningofthemselvesintheknowledgeproductionofMATgovernancethecomplexityofactorslivedexperienceof corporatisedgovernance

Thisstudyissigniﬁcantinternationallytotheﬁeld,asitprovidesnewinsightsintothecomplexityofknowledges thatentangletoenablethedominanceofcorporatepracticesandcorporateactorsinschoolgovernance.Here itisnotthegrandclaimsofcorporateknowledgethatarerevealedaboutgovernanceofMATsbutthelived experiencesofthoseentangledin,withandaroundtheembodimentofsuchclaims.Inthepoetictranscripts Ihavebeenabletoacknowledgenotjustthecognitiveresponsetocorporatisedgovernancebuttheemotional response,wherehopestillglimmersforarolebeyondthatofindividualismandtechnocratic.

TurbulenceintheWorkforce:TheRiseofUncertiﬁed TeachersandItsImpactonSchoolLeadership

Saturday,5thJuly-11:15:ParallelSession3(Tennyson)-Theatre-AbstractID:49

Prof.KatherineMansﬁeld

(UniversityofNorthTexas),Dr.WesleyEdwards (UniversityofNorthTexas)

Teachershortagesandstaﬃngchallengesaremajorconcernsforeducationalleadersglobally.Forexample, inboththeUKandUSA,populationgrowthexpandsthedemandforteachers;whileconcurrently,teachers areleavingtheprofessionduetoheavyworkload,perceivedlackofrespect,andlowmorale.Thisleaveshead teachers,principals,andothereducationalleadersinvulnerablepositionsastheyworktomeettheneedsof students.

Nationalandlocalpolicyresponsestothisturbulenceintheworkforcevaryacrosscontexts.Forexample,some areasoftheUKareexperimentingwithhybridteachingschemestoattracttalent.InthestateofTexas(USA),the legislaturehaswaivedteachercertiﬁcationrequirementstoaddresshiringshortages.InlinewiththeBELMAS 2025conferencetheme—“Turbulence,ReformandDevelopmentinEducationalLeadership,Managementand Administration”—thiscriticalpolicyanalysisinvestigatesthedevelopmentofthispolicyreforminalarge,demographicallyandgeographicallydiversecontext,answeringthefollowingquestions:Whatcontextualfactors ledtoandguidedthepolicychangeprocess?Whatisthetheoryofactionforthispolicyreform?Towhatextent hasthepolicychangedthecharacteristicsoftheteacherworkforce?Whatimpacthasthisstate-wideinitiative hadonschoolleaders?Whatotherpatternsofchangeareemerging?Howshouldschoolleadersrespond? Weusecriticalpolicyanalysis,whichrecognizesthecontestablenatureofproblemdeﬁnitionandarguments forsolutions.Thisapproachcallsforcarefulreadingofpoliticallanguageandhowthesediscoursesareusedto makesenseofpolicyproblemsandsolutions.Weconductdocumentanalysis(policy,legislativenotes,newspapers)andutilizealargedatasetfromtheTexasEducationResearchCenter,containingemploymentrecordsof individualteachersfrom2012-2013to2022-2023.OurdataanalysisisinformedbySteveGross’TurbulenceTheory,whichhelpsusdiscernhowstakeholderscontextualizeandaddressproblems,describechangesoccurring inschoolsduringperiodsofreform,andmakesenseofleadershipdecision-makingduringtimesofinstability andambiguity.

Findingsadvancetheunderstandingofhoweducationalleaders’rolesshiftandbecomemorecomplexina deregulatorypolicycontextwhereteachercertiﬁcationrequirementsarewaived.Resultsalsoraisecritical questionsaboutthepolicy-makingprocessandleadershipdecisionsthathaveimplicationsforthestabilityofthe educatorworkforce.ThisstudyofferskeyinsightstoleadersacrosstheUSA,UK,andacrosstheglobewhoare facingsimilarstaﬃngchallengesandderegulatorypolicyshiftsandcontributetothediscourseonturbulence, reform,anddevelopmentineducationalleadership.

IntersectionalPerspectivesofPK-12WomeninSTEMM EducationalLeadershipinIrelandandtheUnitedStates

Saturday,5thJuly-11:30:ParallelSession3(Tennyson)-Theatre-AbstractID:97

Dr.ElizabethReilly (CaliforniaStateUniversity),Dr.MaryCunneen (UniversityCollegeDublin)

Background

AsmallbodyofliteratureaddresseswomeninPK-12STEMM(Science,Technology,Engineering,Mathematics, andMedicine)leadership(Labov&Olsen,2014;McKayetal.,2018;Geesaetal.,2020).Theinvestigationson women’sleadershiparelimited,though,anddonotaddressthenuancesofthevarietyofintersectionsthat affectwomenintheseroles.

ToaddressthelimitedliteraturewithwomeninPK-12STEMM,wedesignedastudythatusedintersectionality theory(Agosto&Rowland,2018).Thistheory’stenetsincludetherecognitionoftheseintersectionsashistorical andabletocutacrossgeographicalspaces.Itfurtherrecognizesthecoexistenceofoppressionandprivilege, orthesimultaneousexperienceofadvantagesanddisadvantagesrelatedtothedifferentsocialclassgroups (Author,2018).Whilegenderandracetypicallydominatetheintersections,manyotherfactorsmayaffect women’sleadershiptrajectories(Author,2018).Thisinvestigationsoughttoexaminetheprogress,successes, andchallengesofthesewomenthroughintersectionsthatincluded,butwerenotlimitedto,raceandethnicity, age,gender,religion,andprofessionalposition.

ResearchAim

Thisqualitativestudy’sresearchquestionwas, Whataretheintersectionsthataffecttheprogresses,successes, andchallengesofwomeninPK-12STEMMleadership?

Methods

Thesnowballsampleincludedapproximately15individualsinpositionsofPK-12leadershipwhoserveinScience,Technology,Engineering,Mathematics,and/orMedicine(STEMM)-relatededucationinIrelandandUnited States.Participantsincludedindividualssuchasteacherleaders,curriculumspecialistsanddirectors,principals,andotherPK-12leaders.

Datagatheringincludedvideorecordingsandtranscriptionsofeachone-hourZoominterview.Theinterview questionssoughtdetailsregardinghowvariousintersectionsaffectedthewomenleaders.

KeyFindings

Theinvestigatorsusenarrativeinquiryasthetoolofanalysis(Clandinin&Connelly,1990)andappliedintersectionalitykeywordsinderivingthethemes.Threefindingsfrompreliminaryanalysisofthedataare1.STEMM womenleadersinPK-12educationfacesimilarchallengeswhenseeking,retaining,orachievingpromotionin leadershiprolesintheSTEMMfield.2.Dominatedinbothcountriesbymen,genderplaysasignificantrole intheprogress,successes,andchallengeswomenfaceinSTEMMleadership.3.WhileraceplaysanimportantintersectionwithgenderinUnitedStates,inIreland,religiousnormshavealargerimpactonIrishwomen leaders.Weintendtopresentspecificprofilesofwomenwehaveinterviewed.

Signiﬁcance

WhilethereisgrowingresearchintowomeninSTEMM,therehasbeenminimalempiricaldatarelatedto womeninPK-12educationSTEMMleadershipandtheirperceptionsoftheirprogress,successes,andchallenges whicharethendisaggregatedbyavarietyofintersectionssuchasrace/ethnicity,age,andposition.Thisinvestigationprovidedanopportunityforthewomentoreﬂectontheimpactoftheirworkasleaders.Thedatacan leadtogreaterjustiﬁcationregardingthevalueofprogramsandpoliciesthatdeliberatelyaddresstherecruitmentandmentoringofwomeneducationalleadersinSTEMMandtheaccompanyingvalueofrecognizingthe intersectionalchallengestheyface.

ParallelSession3

ThePoliticsofIdentity:How‘Latinx’ReﬂectstheTension

BetweenAcademiaandCulture

Saturday,5thJuly-10:45:ParallelSession3(Wordsworth)-Theatre-AbstractID:135

Mr.AbrahamCervantes (TheUniversityofTennessee)

Theemergenceof“Latinx”asagender-neutralalternativeto“Latino”and“Latina”hasbecomeasigniﬁcant pointofcontentioninacademicdiscourse,particularlyregardinggenderinclusivityandidentityrepresentation withintheLatinAmericandiaspora.Whilethetermhasgainedconsiderableacceptancewithinacademiccircles,especiallyinstudentaffairsandhighereducation,itfacesnotableresistancefromSpanish-speakingcommunitieswhooftenviewitasanimposedlinguisticmodiﬁcationincompatiblewithSpanishlanguagestructures andculturalnorms.Thistensionilluminatesbroaderquestionsaboutlanguage,power,andculturalauthenticityinacademicspaces,particularlyincontextswheretraditionallinguisticpracticesintersectwithprogressive academicdiscourseandevolvingsocialjusticemovements.

Thispaperemploysanautoethnographicapproachtoexaminethecomplexinterplaybetweenacademiclanguagepracticesandculturalauthenticityinidentityformation.AddressingtheBELMASconferencestrandof criticalapproachestoeducationalleadership,thecentralresearchquestionsaddressedinthisstudyare:How doLatinxindividuals—particularlythosewhoeitherembraceorrejecttheterm—experiencethetensionbetweentheacademicuseof“Latinx”anditsculturalimplications?Whatroledoesacademiaplayinshapingor imposingidentitylabelsonmarginalizedcommunities?andHowdotheselabelsaffectpersonalandcollective identitywithinthesecommunities?

Groundedindecolonialandpostcolonialtheoreticalframeworks,thisstudyexaminesconceptsoflinguistic imperialism,culturalhegemony,andidentityformationwithinmarginalizedgroups.Throughanextensive discourseanalysisofexistingliteratureandrelevantonlinediscussions,thisresearchexamineshow‘Latinx’ isreceived,interpreted,andcontestedacrossvariousacademicandculturalsettings.Theautoethnographic methodologyenablesanuancedexaminationofhowidentitylabelsareimposed,negotiated,andresisted,revealinglanguage’sprofoundimpactonidentityconstruction.Whileacknowledgingthestudy’slimitationto primarilyU.S.-basedperspectives,thismethodologicalapproachfacilitatesadeeperunderstandingofthepersonalandcollectivestrugglesfacedbycommunitymembers.

Thestudycriticallyexaminestheimplicationsformarginalizedcommunities,particularlyhowacademiclabelingpracticesaffectindividuals’senseofbelongingandself-identiﬁcation.Drawingfromextensivequalitative data,ithighlightstherisksassociatedwithimposingterminologythatmayinadvertentlyeraseormisrepresent culturalidentities.Theresearchsuggeststhatacademicinstitutionsshouldfosterenvironmentswherestudents canchooseidentitytermsthatauthenticallyrepresenttheirexperiences,ratherthanenforcinguniformlabels. Thisconsiderationbecomesespeciallyrelevantineducationalsettingswherediverseculturalbackgroundsintersectwithinstitutionalpoliciesandacademicdiscoursearoundidentityandrepresentation.

Thepaperconcludesbyproposingatransformativeframeworkforeducationalleadershipthatreimagines howacademicinstitutionsengagewithculturalidentities.Thisevidence-basedapproachoutlinesspecific strategiesforbalancinggenderinclusivitywithculturalrespect,includingparticipatorylanguagepolicydevelopment,community-ledidentityinitiatives,andflexibleadministrativepracticesthathonorindividualselfdetermination.Throughtheseconcreterecommendations,highereducationinstitutionscancreateauthenticallyinclusiveenvironmentsthatrespectbothculturaldiversityandgenderinclusivity.Thefindingsnotonly contributetodiscussionsaboutlinguisticjusticeandculturalauthenticitybutalsoprovidepracticalguidance foreducationalleadersnavigatingthecomplexintersectionofinstitutionalpolicies,culturalidentity,andinclusivepractice.

Leadership,Ethos,andDiversity:MulticulturalEducationin NorthernIreland’sSchools

Saturday,5thJuly-11:00:ParallelSession3(Wordsworth)-Theatre-AbstractID:247

Dr.CaitlinDonnelly (Queen’sUniversity),Dr.LeaHubbard(CatholicUniversitySanDiego),Dr.ClaireMcAuley(Ulster University)

InNorthernIreland(NI),wheretheschoolsystemhashistoricallybeencharacterizedbyreligiousandcultural division,recentdemographicshiftsduetoinwardmigrationpresentnewchallengesandopportunitiesforeducationalleaders(DE,2023).AlthoughNIremainspredominantlywhiteandChristian,therapidincreasein migrantpopulations—particularlyinurbancenterslikeBelfastandDerry—hassigniﬁcantlyalteredthedemographicproﬁleofschoolcommunities(DE,2023).Researchoneducationalleadershipindiverseschools emphasisesthecriticalroleleadersplayinfosteringinclusivityandrespondingtodemographicchanges(Leithwood,Harris,&Hopkins,2008;Shields,2010).However,lessisknownabouthowleadersinNI,whohave limitedpriorexposuretoracialandculturaldiversity,andwholeadschoolscharacterisedbydistinctreligious andculturalethos,interpretandrespondtothesechanges.

Thispaperdrawsonqualitativeinterviewswithschoolleadersinaprotestantandcatholicschoolandpolicy makerstoexplorehowtheyarenavigatingracialandculturaldiversitywithintheframeworkofmulticultural education(Banks,2016).Theﬁndingsrevealthatwhileleadersarepositivelyinclinedtowardminorityethnic studentsanddemonstrateawillingnesstoadaptcurricularcontentandpedagogicalapproacheswhichareresonantwithgoodpracticeassetoutbyKhalife(2016)&Zembylas&Iasonos(2010)theirstrategiesareoften guidedmorebyintuitionthandeliberate,evidence-basedplanning.Thisrelianceonintuitivepractice,reﬂects gapsinprofessionaldevelopmentandmayinadvertentlycontributetothestructuralmarginalisationofminoritystudents(Warner,2018).

Moreover,theschoolethosemergesasapivotalfactorthatcaneitherfacilitateorhinderthedevelopmentof criticalleadershippracticesnecessarytoaddressracialdiversityholistically.Forinstance,aschoolethosrooted insocialjusticevaluesmayactasabridgetofosteringinclusivepractices,whileethosframedaroundbroad notionsofinclusionmayinadvertentlyreinforcesystemicinequities.Despitelegalframeworkssuchasthe RaceRelations(NorthernIreland)Order1997andpolicieslikeEverySchoolaGoodSchool(DE,2009),theﬁndingssuggestthateducationalleadershipinNIcouldbeneﬁtfromastrategicfocusondevelopingmulticultural awarenessandcriticalcapacity(Howard,2010;Gay,2002;Parkhouseetal,2019).

Thepaperarguesforamoreintentionalemphasisonleadershipdevelopmentthatequipsleaderswiththe knowledgeandcriticalskillstonavigatethecomplexitiesofdiversity.Byaligningleadershippracticeswiththe needsofincreasinglydiverseschoolcommunities,schoolscanbetterfulﬁlltheirmandatetopromoteequity andinclusivity.

Disablinginclusiveleaders:howglobaldiscourseson disabilityinclusionshapeEuropeanandnationaldiscourses onschoolleadershipinDenmark,Germany,andRomania

Saturday,5thJuly-11:15:ParallelSession3(Wordsworth)-Theatre-AbstractID:109

Dr.RonniLaursen (AalborgUniversity),Dr.AlisonMilner(AalborgUniversity),Dr.EmilyWinchip(ZayedUniversity)

Followingthewidespreadendorsementofglobaldeclarations,conventionsandframeworks,suchastheSalamancaStatement(1994),theConventionontheRightsofPersonswithDisabilities(2006)and,morerecently, theSustainableDevelopmentGoals(2015),adiscursiveshiftoccurredinpolicyinterpretationsofinclusiveeducationattheEuropeanandnationallevels.Alongsideaninsistenceonuniversalismandtheidentiﬁcation andremovalofbarrierstolearningandparticipationforallstudents,schoolleadershipbecameincreasingly implicatedinadvancingtheinclusionagenda.However,asEuropeanmemberstatesexperiencedecreased investmentinpubliceducationand,speciﬁcally,inspecialneedseducation(whetherinspecialschools,specialistunitsorinmainstreamschools),thematerializationofthesediscoursesineducationalpracticescould bechallengingforschoolleaders.EmployingFoucault’sconceptsofdiscourseandgovernmentality,thispaper criticallyexaminestheconstructionofschoolleaders’responsibilityforfosteringtheinclusionofstudentswith specialeducationalneedsanddisabilitiesinEUandnationalpoliciesinDenmark,Germany,andRomania,in thecontextofthesewiderissuesofpublicfunding.Itthencomparestheinclusiveleadershipdiscourseswith thelivedexperiencesofthreeschoolleaders–onefromeachcontext.

Thepaperisbasedonalargercomparativeresearchprojectwhichexamineseducationalemployerandemployeeorganisations’engagementinsocialdialogueonissuesofdisabilityinclusion.Thespecificobjectsof analysisareinclusionpolicies,withafocusontheroleofschoolleadershipatboththeEuropeanandnational levels.Ouranalyticalapproachbeginswithananalysisofdiscoursesoninclusionandschoolleadershipin Globalpolicies,followedbyanexaminationofhowtheseidentifieddiscoursesshapefirstEuropeaninclusion policiesandthereafternationalinclusionpoliciesinGermany,Denmark,andRomania.Thisapproachallowsus totracehowglobalinclusiondiscoursesshapetheEuropeanandthenationalpolicies,revealingbothsimilaritiesanddifferencesacrossthethreecases.Theselectedcasesrepresentdistinctwelfaremodelsandeducational systems,whichenhanceourunderstandingofhownationalcontextsmediatethereceptionandadaptationof GloblaandEUdiscoursesoninclusion.

Thestudyoffersthreekeycontributions.First,itcontributestothecriticalschoolleadershipliteraturebyexaminingthe“regimesoftruth”surroundinginclusiveleadership,providingatheoreticalexplanationofhow policiesshapeleaders’understandingsofwhatitmeanstobeinclusive.Inthatsense,acriticaldiscussionhow schoolleadersareheldaccountablefortransformingschoolsintositesthatexemplifytheidealsofinclusion andtheembodimentofthisparticularvisionof“excellenceforall”.Second,itaddstothepolicyliteratureby demonstratinghowglobalpoliciesshapenationalpracticesandunderstandingswhilesimultaneouslytransformingtoﬁtnationalneedsandcontexts.Third,thestudyprovidesvaluableinsightsforpolicymakersonhow dominantdiscoursesshapenationalcontextsandleaders’enactmentofthemdifferently,andtheimplications thishasforpolicydevelopmentandimplementation.

Thechallengeforleadersandtheirvaluesintimesofcrisis

Saturday,5thJuly-11:30:ParallelSession3(Wordsworth)-Theatre-AbstractID:76

Prof.DavidGurr (TheUniversityofMelbourne),Dr.LawrieDrysdale(TheUniversityofMelbourne),Dr.HelenGoode(The UniversityofMelbourne)

Thispaperreportsthetensionsbetweenschoolprincipals’valuesandinterpretingandimplementingnewpolicyandrulesduringacrisis(pandemicinVictoria,Australia).Theﬁndingsprovidelessonsthathaveimplicationsforprincipalsfacedwithasimilarchallenge.

Ourresearchonsuccessfulschoolleadershiphasdemonstratedtheimportanceofvaluesinshapingprincipal leadership.Successfulleadersdemonstratearangeofvaluesthatincludebasicvalues(respectforothersand valuingothers);generalmoralvalues(empathy,socialjustice,equity);professionalvalues(personalresponsibility,assumptionsaboutstudentlearning);andsocialandpoliticalvalues(allmembersoftheschoolcommunityneedtobesupported).Whileweallhavevalues,ourresearchshowssuccessfulleaderscanarticulate themtotheirschoolcommunityanddemonstratethemthroughtheirbehaviourandactions.Tobeauthentic leaders,principalsmustaligntheirvaluesandbehaviourwiththesituation.Thepandemiccreatedanewenvironmentwheretechnological,social,economic,andpoliticalforcescombinedtocreatenewchallengesfor principalvalues.

TheCOVID-19pandemiccausedunprecedenteddisruption.Manyjurisdictionssufferedsigniﬁcantdislocation includingintheeducationsector.Wholecommunitieswereputundersevererestrictionsforlongperiodswith lockdownsandschoolclosures.ThestateofVictoria,Australiasufferedoneofthelongestlockdownsinthe world.Here,differentauthoritiesreactedbyintroducingnewrulesandpoliciesthatchangedregularly.Unfortunately,authoritiesineachstateofAustraliadevelopedtheirownrules,forexample,closingstatebordersand restrictingthemovementofpeople.TheCommonwealthGovernmentalsointroducednewpoliciesandrules thatwereofteninconﬂictwithstategovernments.Inschoolstherewereofteninconsistenciesofrulesbetween governmentandnon-governmentschools,andbetweenschoolsystems.Schoolswereclosedandreopened dependingonrecommendationsofdifferentauthorities.Principalsbecamethemainactorsininterpreting therulesandguidingtheirstudents,teachers,andthebroaderschoolcommunitythroughanewrules-based regime.

Thecircumstancesofthepandemicweresoprofoundthatinsomeschools,authority,decisionmaking,and communicationbecamecentralisedsothemessagewasconsistent.Thereweremanytensions,forexample, betweentheneedtoenforcerulesforteacherswhorefusedtobevaccinatedandthesafetyoftheschoolcommunity.Therewastensioninsupportingallmembersoftheschoolcommunity,respectingothers,servingsocial justice,creatingasafeenvironment,andimplementingstrictrules.

AspartofaresearchstudyfortheInternationalSuccessfulLeadershipDevelopmentNetwork(ISLDN)weinterviewedsixprincipalswholedtheirschoolduringthepandemicandbeyond,whosevalueswerechallenged atthetimeofcrisisandhadtobalancethedemandsofthesituationagainsttheirownethicalandmoralvalues. Whilethepandemicisover,thereremainlearningsforschoolleaderswhomayfacesimilarchallenges.Our ﬁndingsshowthedilemmafacedbyleaderswhoneedtochoosebetweenupholdingtheirvalues,compromising theirvaluesorre-accessingtheirvalues.

ParallelSession3

Unravellingthecomplexityofinternationalschool leadership:Towardsacriticalrealistmethodology

Saturday,5thJuly-10:45:ParallelSession3(Noblesse)-Theatre-AbstractID:283

Dr.NidalAlHajSleiman (UlsterUniversity)

Thispaperpresentsamixedmethodologicalapproachdrivenbyacriticalrealistparadigmininternational schoolleadershipresearch.Theincreasingcomplexityofinternationalschoolsdemandsadditionalresearch withmultipleapproachestocapturethecontextualfactorsaffectingtheirgrowthanddesirabilityphenomena. Inaddition,researchonleadershipinthiscontextshowsthatmostofthesestudiesusequalitativedata,particularlyfrominterviewsandcasestudies.Thisstudyemploysacriticalrealistapproachwheresocialrealities arehistorical,situatedandcontextualised.Criticalrealismdoesnotonlyexamineobservableempiricaldata butalsousesdifferentmethodsandinvestigatestheconnectionbetweenvariousdatasets.Italsoengagesin relevanttheoreticalanalysisthatenablesacriticaldiscussionofthefindingsandallowstheconstructionof alternativerealitiesthroughtransformativeargumentsandnarrative.Thisstudyusesamixed-methodsapproachthatinvolvesawide-scalesurveywith50internationalschoolprincipalsinEnglandandQatar,in-depth semi-structuredinterviewswith16seniorandmiddleschoolleaders,10teachers,and24highschoolstudents, inadditiontofieldanalysisanddocumentanalysisoffivecasestudyschools.Thedatawascollectedfromdifferentparticipantgroupsandinterpretedindependently,thencombinedandanalysedacrossallcasestudy schools,methodsandparticipantgroups.

Acriticalrealistapproachallowsamultilayeredanalysisthataddressesthethreelayersofreality:theempirical(whatissaidandobserved),theactual(theconnectionbetweenphenomena,perceptionsandobservations) andthereal(thecausalmechanismsdrivingthesephenomena,behavioursandperceptions).Mixedmethodologiesdrivenbyacriticalrealistapproachexamineschoolleaders’behaviours,dispositionsandperspectives, capturepatternsofcommonalitiesordifferencesacrossdatasets,anddriveadeeperlevelofanalysis.Using thisapproachresultednotonlyinsigniﬁcantmethodologicalcontributionsbutalsotheoreticalones,suchas unravellingthecomplexhistorical,socio-culturalandpoliticaleconomyfactorsunderpinningthedevelopment ofschoolsandthechallengesencounteredbytheirleadersandtheircommunities.Inaddition,theanalysisenabledcounterconstructions,drivenbythedata,thatenvisionanalternativefutureofinternationaleducationin highlydiversecontextsthatincorporatetransformativeandsocio-culturallyinformedleadershipapproaches.

Mappingtheknowledgebaseondestructiveleadershipin educationalinstitutions:Asystematicreviewofpublished researchliterature

Saturday,5thJuly-11:00:ParallelSession3(Noblesse)-Theatre-AbstractID:224

Prof.RashidAlfahadi (SultanQaboosUniversty)

Destructiveleadershipexempliﬁesthedarkeraspectsofleadershipseenacrossvariousorganizations,including educationalones.Thisleadershipapproachisknownbyvariousnamessuchastoxic,authoritarian,aggressive, autocratic,Machiavellian,narcissistic,deviant,destructive,abusiveleadership.Itinvolvesdeliberateactions byasupervisor,manager,orleaderdesignedtoharmtheirsubordinatesortheorganization.Thiscanlead tonegativefollowers’outcomes,ultimatelydamagingtheoverallhealthandeffectivenessofanorganization (Schyns&Schilling,2013).

Researchondestructiveleadershiphasgrownsignificantlyinrecentyears(Mackeyetal.,2021;Scheffler& Brunzel,2020).However,althoughexistingreviewshavefocusedondestructiveleadershipresearchinnoneducationalsettings,theeducationalsectorhasbeennotablyunderexplored.Hence,studyaimstobridgethis gapbysystematicallyreviewingtheexistingliteratureondestructiveleadershipwithineducationalinstitutions atalllevels,includingK-12andhighereducation.Usingsystematicreviewmethods,thistopographicalreview seekstoidentifyandsynthesizekeycharacteristicsofknowledgeproductioninthefield,focusingonthevolume ofpublications,theirdevelopmentovertime,geographicaldistribution,typesofstudies,researchmethodologies,andtopicalcoverage.Inclusionandexclusioncriteriawillbeappliedtolocateeligiblesources,usinga keywordsearchacrossmajorscholarlydatabasessuchasScopus,ERIC,andGoogleScholar.Identifiedsources willbecarefullyexaminedtoextractinformationrelevanttoansweringthefollowingresearchquestions:

1.Whatisthevolumeofpublishedresearchondestructiveleadershipwithineducationalinstitutions,and howhasitdevelopedovertime?

2.Whatisthegeographicaldistributionofstudiesondestructiveleadershipineducationalinstitutions?

3.Whattypesofstudies(empirical,conceptual,researchreviews)havebeenconductedondestructive leadershipineducationalinstitutions?

4.Atwhicheducationallevels(K-12,highereducation)arestudiesofdestructiveleadershipmostfrequentlyconducted?

5.Whatarethecommonresearchmethodsusedinstudiesofdestructiveleadershipineducationalsettings?

6.Whatarethemaintopicsstudiedintheliteratureondestructiveleadershipineducationalinstitutions?

Extracteddatawillbeenteredintoaspreadsheettofacilitatedescriptive,quantitativeanalysis.Theresultswill bediscussedinlightofexistingliterature,andrecommendationsforfurtherdevelopmentwillbeprovided.It isexpectedthatbyprovidingaclearunderstandingofhowresearchondestructiveleadershipisconducted withineducationalsettings,thisreviewwillcontributetotheexistingknowledgebaseinthisimportantﬁeld.

Thetaskofleadingcomplexschoolsduringmajorchange:The caseofestablishedtraditionalinternationalschoolsinEurope thathavebeenacquiredbyaprivateequitycompany.

Saturday,5thJuly-11:15:ParallelSession3(Noblesse)-Theatre-AbstractID:84

Dr.TristanBunnell (UniversityofBath),Mr.GavinWilliams (UniversityofBath)

ThenumberofprivateK-12English-mediuminternationalschoolscontinuestogrow,atarateof2.2schoolsper day,reaching14,500inJuly2024.Amidstgrowththerehasbeenmajorfundamentalchangestothelandscape. ThemajorityofschoolsarenowbasedinAsiaandMiddleEast,servingtheinterestsoflocalparents.Another changesince1995hasbeenthegrowthofcommerciallydrivenbrandedchainsofschoolssuchasNordAnglia, andCognita.Atleast35%ofallschoolsnowbelongtosuchagrouping.Anunder-reportedaspectofthisshift hasbeentheacquisitionbythesechainsownedandcontrolledbyprivateequitycompaniesofwell-established internationalschools.Traditionally,theseschoolswererelativelyautonomousandownedbyfamiliesorparents,andoperatedwithinanidealistic,non-profitenvironmentdeliveringtheprogrammesoftheInternational Baccalaureate.Thisrelativelysuddenandunexpectedgovernanceandownershipshifthasaddedsubstantially tothecomplexityofleadershipofinternationalschools,whichhavealwaysbeenacknowledgedtobecomplex, evolving,looselylinkedsystems.WepresentfindingsfromaDoctoralstudywhichinvolvedinterviewing12 expatriateseniorleaderswhohadextensiveexperienceofleadingthistransitionwithinfourmajorchainsof schoolsinfourEuropeannations.Someevenhadexperienceoftheirschoolbeingacquiredbytwodifferent groupings,revealingtheextentofturbulencewithinthelandscape.Wepresentfordiscussionfivemajorinstitutionallegitimacytensionsthathaveemergedfromthestudy,involvingreformstothenorms,procedures, andidentityoftheschools;insummary,thesetensionsarephilosophical,operational,market,relational,and affectual.ThefindingswillbeofinteresttomembersoftheBELMASInternationalandComparativeEducation ResearchInterestGroup,aswellasthoseinterestedintransitionsofschoolsmoregenerallywithinnetworks andgroupingssuchasMulti-AcademyTrusts.

DevelopingSustainableOrganizationalChangeinSchools ThroughtheApplicationofNormalisationProcessTheory

Saturday,5thJuly-11:30:ParallelSession3(Noblesse)-Theatre-AbstractID:105

Prof.PhilipWood (NottinghamTrentUniversity)

NormalizationProcessTheory(NPT)(MayandFinch,2009)focusesonthenatureoftheworkwhichhastobe donetoembedandnormalisenewday-to-daypractice.Itdoesthisbyfocusingonfourelements,1)Coherence –understandingthenatureoftheworkandhowitwillbedifferent,2)CognitiveParticipation–whowilldo theworkandhowtheywillenacttheirroles,3)CollectiveAction–howtheworkwillbedone,includingthe resourcesrequiredtobringthechange,includingtime,4)ReﬂexiveMonitoring–howtheworkisunderstood andhowitisadaptedincontexttoensureembeddingofnewpracticesandnormalisationofamendedwork patterns.

ThisprojectfocusedonunderstandinghowleadersandorganisationsenactchangebyusingNPTasaframeworkforchange.Weworkedwithleadersandstaffmembersintwoprimaryschools,throughaknowledge exchangeproject,byusingNPTtoinformtheplanninganddevelopmentofidentiﬁedchangeprojectsoverthe courseofthe2023/2024academicyear.

WeexploredhowtheschoolsusedNPTasastartingpointforchangingtheirapproachestoorganizational changethroughtheuseoffocusgroupsandmappingprocessesduringthechangeprojectstoseehowtheir perceptionsandpracticeofchangemanagementshiftedasaresultofusinganewchangetheory.

Theresultsgainedthroughthisstudyshowthatinbothschools,leadersandteachersbegantounderstandthe processoforganizationalchangedifferently,developingapproachestochangewhichweremoredialogicand iterative.Thereisalsoearlyevidencethatthesenewperspectiveswillhavelongertermimplicationsforleader practiceinrelationtodrivingandsupportingchange

Onreﬂection,thisprojectsuggeststhatNormalizationProcessTheoryoffersausefulframeworkforunderstandingthecomplexityofchangeprocessesinorganisations,includingtheroleofleaders.Assuch,itshows potentialtobeaplanningframeworkforthoseinstigatingandworkingthroughchangeprojects.

Workshop/Roundtable

Howcanmiddleleadershipdevelopmentenable organisationalimprovementanddevelopmentduring turbulenttimes?

Saturday,5thJuly-14:05:Workshop/Roundtable(RenaissanceSuite)-Workshop/Roundtable-AbstractID: 294

Dr.LizanaOberholzer (UniversityofWolverhampton)

CameronandGreen(2020)arguethatindividualchange,leadstogroupandorganisationalchange.Atatime wheremiddleleadershipdevelopmentisoftenhighlightedasunderdeveloped-despitethedrivetoprovidea careerpathwaysprovidingagoldenthreadthroughtheNationalProfessionalQualificationsinSchoolLeadership(DfE,2020),thisinterpretivistcasestudy,aimedtoexplorehowmiddleleadership,canbedrivenby bespokeinterventionssuchasnon-linearcoaching,toenableschoolleaderstodrivetheirownjourneys.The studyaimedtounpackhowbespokecoachingsupportcanenablemiddleleaderstomakesenseoftheircomplex workenvironments(Weick,1995),andtofindsuitablesolutionswiththeirteamstodriveschoolimprovement. ThestudywasconductedwithinanEnglishcontext,focusingonmiddleleaderswithinMultiAcademyTrusts whoengagedwithbespokeexternalcoachingtoenablethemtorefinetheirpractices,andtodrivetheirteams morestrategically.Thestudywasconductedbyusingsemi-structuredinterviews,tounpacktheexperiencesof middleleadersandtheirteams,togainadetailedunderstandingoftheimpactofthebespokenon-linearcoachingonboththemiddleleader’sdevelopmentaswellastheirteams’growth,aswellastheimpactonlearners. Participantsengagedinthestudyonavoluntarybasis,andallthenecessaryethicalrequirementsweremetas outlinedintheBERA(2024)guidance.DatawasthematicallyanalysedthroughtheuseofBraunandClarke’s (2006)6phaseframework.Thestudyrevealedthatcoachingcanprovideasafelearningspaceformiddleleaderstoexplorestrategicleadershipstrategies,andopportunitiestorefinetheirskillstoleadtheirteamsmore effectively.Inaddition,itprovidedanopportunityformiddleleaders,tofindsafespacestoexplorekeychallengeswiththesupportofacriticalfriend,whichprovidedavalueaddedwellbeingsupportbenefit,especially duringturbulenttimes.

ReferenceList

BERA(2024)EthicalGuidance,UK:BERA Braun,VandClarke,V(2006)Usingthematicanalysisinpsychology.QualitativeResearchinPsychology,3(2). pp.77-101.

Cameron,E.andGreen,M.(2020),Makingsenseofchangemanagement:Acompleteguidetothemodels,tools, andtechniquesoforganisationalchange.5thed.London:KoganPage.

Weick,K.(1995),SensemakinginOrganisations.London:Sage.

DevelopingCommunityAmongstFacultyWhoArePreparing theNextGenerationofTransformativeSchoolLeaders

Saturday,5thJuly-14:05:Workshop/Roundtable(Noblesse)-Workshop/Roundtable-AbstractID:80

Dr.DeirdraPreis (SacredHeartUniversity)

Preparingtransformativeschoolleaders,orleaderswhoplaceequitableeducationalaccessforeverystudent atthecenteroftheirwork,canbechallengingonavarietyoflevels.Thispresentationwillfacilitatedialogue amongstleadershippreparationfacultyandadministratorsaroundpreparingtransformativeschoolleaders, offeringapracticalopportunitytoshareandlearnfromeachotheraswediscusscommonpedagogicalquandaries,questions,andsuccesses.Afterabriefpresentationinwhichsomeresearcharoundpreparingtransformativeleaderswillbesharedandacommonworkingvocabularyestablishedforusall,wewillpivottoroundtablegroupdiscussionsinwhichwewillsharebothprogrammaticandinstructionalchallengesandsuccesses for1)encouragingcriticalreﬂexivity,2)improvingtherelevanceofcurricularcontent,3)creatingengaging instructionandpracticalapplication.Asleadershippreparationapproacheswilllikelylookdifferentinthe variouscountriesofourparticipants,wewillalsosharesimilaritiesanddifferencesaroundhowleadership preparationoccursdifferentregions.Thissessionwillincreaseourknowledgebutalsoofferanopportunity todevelopsolidarityandvalidationforourworkatatimeofincreasingpoliticalchallengetodemocraticidealsandinclusiveeducationalspaces.Wewillalsoanswerthequestion“whatnow”intermsoffuturemeeting opportunities.

Toolsforcriticalleadershipdevelopment:apractical workshopintroducingart-basedmethodologiesandmethods ofcollage.

Saturday,5thJuly-14:05:Workshop/Roundtable(Coleridge)-Workshop/Roundtable-AbstractID:249

Dr.JoTownshend (IndependentResearcher)

Asleadersnavigateuncertaintimesofanthropocentricturbulence,crisisfatigueandglobalchallenges,aturn tocreativemethodologiesmaybehelpful.Wherethecontributionofarts-basedresearchandcollagemethodologieswithindomainsofeducationarealreadyinmotion(Eisner,2008;Hickey-Moody&Page,2015;CapousDesyllas&Morgaine,2018),itislesssoforcriticalleadershipdevelopment.Thisparticipatoryworkshoptends tospeculationsthatleadersandaspiringleadersofEnglisheducationneedtoeducateforunimaginablefutures andthatnewtoolstointerrogateestablishededucationconceptsanddeveloptheself-reﬂexivequestioning neededtobestserveourrising,pluralgenerationsarerequired.Furthermore,inseekingtoaddressthegapin criticalperspectivesforleadershipdevelopment(Woodsetal,2020),thedevelopmentofcreativeapproaches mayassistintheproductionofalternativeandequitableleadershipbecomings.

Movingbeyondtheory,thispracticalsessionintroducesarts-basedresearchandperformsthedynamicactof cuttingthroughthepoweroflanguage(Barad,2003)tore-makemodesofleadershipdevelopmentascolourfulvisualprovocations.Firstly,processesoferasureandimmaterialismwillbedrawnfromtheartspractice ofRauschenberg,MartinandParkerandenactedaspositivemodestodisturboppressivepolicyenactments. Secondly,thecriticalcollagemodalitiesofWarhol,KrugerandLandgrafusingmethodsofcuttingandslicing todismantleexclusionarybarriersofmanagerialismwillbedemonstratedasactsofresistance.Workingindividually,participants,withorwithoutexperienceinthecreativearts,areinvitedtodrawupontheirpraxical knowledge,engagewithdeconstructingandreconstructingtechniquesusingartsmaterialsandadatasetof educationpolicy,communityimages,statementsandlexicalmatterintheproductionofnewmaterialistprovocations(Bennett,2010;Coole&Frost,2010)forcriticalleadershipdevelopment.Theemergentvisualprovocationswillbecuratedinanexhibitionasadynamicspaceforgroupreﬂectiononthevalueofcollageasacritical methodologyfortheeducationﬁeld.

IlliberalDemocracyiscirculatingintheworld:Towardsanew ethicsofEducationalLeadershipinincreasinglyilliberalstate regimes

Saturday,5thJuly-14:05:Workshop/Roundtable(Keats)-Workshop/Roundtable-AbstractID:174

Dr.BillBlack (UniversityofSouthFlorida),Dr.IraBogotch(FloridaAtlanticUniversity)

In2023,theauthorswereinvitedtocontributetoacommentarypiecetothe JournalEducationalAdministration andHistory..Titled”IlliberaldemocracyhasnowcometoFlorida:whatcanacademicsdo?”,thearticlewas publishedbeforetheelectionofDonaldTrump.TheUnitedStateselectionresultsrepresentafurtherconsolidationofilliberalandauthoritariantrendsevidencedindemocraciesaroundtheworld.Thisworkshopseeks tobuildoffthatworkandinviteBELMASattendeestoworkwithustoextendandfurtherinternationalizethe workofenvisioningnewethicsofeducationalleadershipinthesetimes.Acentralquestionthatguidesthis sessionisinwhatwaysmightAcademics,workingwithschoolsystemsframeandactupontheirprofessional responsibilityintheseincreasinglyilliberaltimes?

InthisworkshopsessionwewillbrieﬂydescribethecontextofFloridaandtheUSandthenunpackthetheoreticalengagementsthatinformedtheoriginalpiece.Ininterweavingthreeconceptsprominentindisability studies(Davis,2017;FederKatay,2017;Meissner,2017):interdependency,covenants,andaseriesofgood tries.EvaFederKittay(2017)arguesthatanadequatetheoryofjusticemustaccountforinterdependencythat structuresallofourlives.Thereisamutualandinevitabledependencyonothers-thatpushesustohighlight responsibilitiesandengagements.Inrecognizinginterdependence,wedon’tpushbackreactively,butrather enactaseriesofgoodtries-overandoveragainbecauseofourcovenanttotheprofessionandcommunityin whichwework.

Weseektogenerate,throughtheworkshopsession,thetypeofcollaborationandconnectionthatrevealour collectedinterdependenceacrossacademicandK-12educationalcontexts.Wewanttoaskaudiencemembers toengageinquestionsaroundwhatconstitutesourinterdependence(Kittay)andintersubjectivityinleadership (Biesta)inwhichwerefuseandnegateboththesubjectandobjectasdistinctcategories.Theworkshopmight askthefollowing:

Inwhatwaysmaywerevisitthenotionsofwarrantsandclaimsandtheethicaldimensionsofacontemporary empiricism?

Whatcancounterself-interestandself-protectionevidentintheturntowardilliberalandmoreauthoritarian regimesacrosstheglobe?

Howdowearticulatecommongoodandpublicgoodtraditionsinsuchcircumstances?

HowmightEducationalLeadership-foritsfuturehealthandrelevancecontinuetotieitselftoK-12andlocal educationalcommunitiesasameansofcombatingcynicismanddespair?

Attheendofthesession,wewouldliketoaskaudiencememberstoconsiderandperhapsplantocontributeto whatthenextiterationofthepaperlookslike.

Howsuccessfulschoolleadersnavigatechallengesin turbulenttimesandfostermeaningfulchange

Saturday,5thJuly-14:05:Workshop/Roundtable(Shelley)-Workshop/Roundtable-AbstractID:262

Dr.WilliamSterrett (BaylorUniversity),Dr.JaysonRichardson (William&Mary)

Ourresearchteamconductedastudyof30award-winningprincipalsintheUnitedStates.Theseschoolleaders hadeachreceivedtheNationalAssociationofSecondarySchoolPrincipals(NASSP)stateprincipaloftheyear award.Awardeesareselectedfromeachstateforprovidinghigh-qualitylearningopportunitiesfortheirstudents.Ourstudyexaminedprincipalsinthe2020-2023cohortstoascertaina“post-pandemic”perspectivein aneraofrapidchangeandeventurbulence.

Theinterviewsincludedtenanchorquestionsthatfocusedontheprincipal’sprofessionalbackgroundandleadershiptrajectory,theimpactoftheawardontheircareertrajectory,leadershipapproaches,challengesfaced, challengesanticipatedinthefuture,preparationprograms,andsuccessfulstrategiestheprincipalsutilizedto fosterstudentsuccess.

Thisroundtablediscussionwilltakeanin-depthlookatwhatourdatasayregardingcurrentchallenges,aswell asfutureanticipatedchallenges.Themostsigniﬁcantchallengesfacingtoday’sschoolleadersaresuffocatingjob pressures,teachershortages,mentalhealthchallengesfacingtheschoolcommunity,equityandaccessissues, anddwindlingresourcesattheschoollevel.Thispresentationwillincludevoicesfromtheprincipalparticipants andfurtheranalysis.

Futurechallengesanticipatedbyschoolleadersincludepreparingstudentsforafutureworld,stayingrelevant inthechangingworld,continuedteachershortages,politicaldivisionandstrife,andnavigatingtechnology innovations.Yetourdiscussionwillalsoincludeahopefulandpragmaticelement,aswesoughttounderstand whatprincipals“goto”strategiesinclude.Fromtipsonmanagingtimetobeinganactivelistener,wewillshare helpfulinsightsthatapplytovarioussettingsaroundtheworld.Wewillsynthesizecurrentresearchandpoint tofutureresearchopportunitiesaswell.

Finally,wewillpointawayforwardbasedonourﬁndings.Therewillbeimplicationsforhowpractitioners cancultivatecollaborativeleadershipwithintheirschools,byprovidingrelevantprofessionaldevelopment andfosteringteacherleadership.Thereareimplicationsforhowcurrentprincipalscanbeapartofaprofessionallearningnetworktosharein-the-momentchallengesandinnovations.Andthereisalsoperspectivefor leadershippreparationprogramsseekingtoequipthenextgenerationofsuccessfulschoolleaders,evenamid turbulenttimes.

“WeAreFromOppositeSides,ButWeAreInTheSame Situation”:CogenerativeSpaces*AsaToolForSchool

Improvement

Saturday,5thJuly-14:05:Workshop/Roundtable(Tennyson)-Workshop/Roundtable-AbstractID:257

Ms.StephanieHill (UniversityofCambridge)

Thereislittledoubtthatschoolimprovementisacomplexendeavour.Schoolorganisationsaredynamicsystemswhereindividualsinteractindifferentwaysonanygivenday,andwherebothadultsandchildrenareconstantlychangingandgrowingwithintheirownuniquecontexts.Inaddition,schoolimprovementapproaches intersectwitheducationsystems,familysystemsandsocietalexpectationsandinequalities,andaredeﬁnedby regulatoryparametersandlegislativeprocesses.Often,thishasledtoprofessionallearningandschooldevelopmentprogramsthatareimplementedacrossschoolsettingsandlooktoexternalfacilitatorsandcompaniesfor expertiseandtomeetoutcomes.Whilstthereisvalueintheseprograms,growingconcernsaboutinequalities, behaviourandrespectinschools,speakstoaneedtoconsiderthetransformationalpotentialofthosewhohave themostexperienceofthenestedsystemswithineachschoolsetting:ourstudentsandteachers.

Thisworkshopinvitesparticipantstoconsiderhoweducationalleaderscanreimagineschoolimprovement approachesbyempoweringthecollaborativevoiceandcollectiveagencyofteachersandstudents.Itdraws uponrecentresearchconductedwithstudentsandteachersinsecondaryschoolsettingsintheUK,Swedenand theUAE.Usingthepedagogicaltool, cogenerativespaces*,studentsandteachersco-generatedinsightsintothe mechanismsthatdrivelearningintheirownschoolorganisation.Employingamixedmethodsapproachusing processtracingandSocioculturalDiscourseAnalysis,thestudyfoundthatthereispromiseinmobilisingthe insightsthatcomefromteachersandstudentsengagingindialoguetogether.

Drawingupontheirexperiencesandexpertise,participantswillengageincriticaldiscussionaboutthepedagogicaltooldevelopedinthestudy,inparticularitspotentialinenablingaphysicalandmetaphoricalspace wherestudentscandiscusstheirlivedexperiencesoflearningwithteachers,asco-learners.Alongsidethis,usingprocessdiagramsderivedfromthestudyﬁndingsasprovocations,participantswillengageinco-generative dialogueastheydiscussthemechanismsthatdrivelearningacrossarangeofeducationcontextsandco-design schoolimprovementapproachesthatempowerthecollectiveknowledgeofteachersandstudents.

*Cogenerativespaces:apedagogicaltoolthatcombinescollage-makingandcogenerativedialoguetoenablestructured/guideddiscussionswhereindividualsactasco-learnersandenquirers,buildingoneachother’scontributions sothatnewknowledgeisgeneratedand/orpreviousmeaningsandprocessesarechallengedandchanged.Coownershipandco-creationsupportanaimtomovebeyondthepowerdifferentialsthatcanrestrictthesharingof perceptionsandmeaningintraditionaleducationcontexts.

ArtiﬁcialIntelligenceandResearch:TerrifyingorTerriﬁc?

Saturday,5thJuly-14:05:Workshop/Roundtable(Wordsworth)-Workshop/Roundtable-AbstractID:63

Prof.PamelaAngelle (TheUniversityofTennessee),Dr.JenniferMorrow (TheUniversityofTennessee)

Theinevitabilityofartiﬁcialintelligence(AI)aspartofteachingandlearningiscertain.Whileuniversityprofessorsmayexpresscaution,apprehension,curiosity,interest,ordisdainfortheuseofartiﬁcialintelligence,AI isheretostay.CurrentliteratureprovidesnumeroussystematicreviewsofAI(Ouyang&Jiao,2021;Thomaset al.,2023),historicaloverviews(Chenetal.,2022),andAIresearchinK12educationdisciplines(Antonenko& Abramowitz,2023;Marinoetal.,2023;Yetisensoy&Rapoport,2023).

However,whileliteraturehasexplicatedthesuccessesandchallengesofAIinteaching,fewhavefocusedon highereducationandragogy(Ullrichetal.,2022)andfewerstillhavefocusedonthehowofusingAIinthe universityclassroomspeciﬁcallyinteachingresearchmethodsandinsupportingdissertationresearch.AsAI hasenteredmainstreameducationandhasengenderedsomemannerofturbulence,professorsofeducation wouldbewelladvisedtoapproachAIasatoolforreformanddevelopment.

AddressingtheBELMASstrandofMethodologicalApproachestoLeadershipResearch,thepurposeofthisworkshopistoshowcasehowfacultycanutilizeAIintheirresearchmethodscourses,examinethebeneﬁtsofAIin highereducationgraduateteaching,presentcautionsinthepotentialusesofAI,andlastlytointeractwithAI, alongwiththeworkshopaudience.

AudiencemembersareencouragedtobringadigitaldevicewithaccesstoanAIprogram,suchasChatGPT. Theworkshopwillbeginwithanintroductiontoartiﬁcialintelligenceineducation,anoverviewofcautionary practices,andsuggestionsforcraftingeffectivesearchprompts.Thiswillbefollowedbyaninteractivesession onhowAIcanbeusedasanadaptabletutoringtoolforgraduatestudents,particularlyintheareaofeducational researchanddissertationwriting.AnemphasiswillbeplacedonhowonecanuseAIinsupportingstudent writingandthinking,ratherthansupplantingstudentwork.Thesessionwillconcludewithaudiencequestions, feedback,andsuggestions.Additionalresources,sampleclassroomactivities,andworkshopmaterialswillbe availabletotheaudienceinasharedgooglefolder.

ParallelSession4

Que(e)ryingleadershiponaLGBTQ+LeadershipDevelopment ProgrammeforUKHigherEducation(HE)staff

Saturday,5thJuly-15:20:ParallelSession4(RenaissanceSuite)-Theatre-AbstractID:17

Dr.AlexBaird (UniversityofBedfordshire)

ThisresearchbreaksthelimitsofpreviousleadershipliteraturewhereLGBTQ+leadershiphasoftenbeenoverlooked.ItalsoenrichesscarceLGBTQ+leadershipresearchbyexploringandchallengingformerassumptions andbymovingbeyondavisibilityofLGBTQ+leaderstoresearchthatchallengescurrentparadigmsofleadershipitself.Myresearchsetaboutque(e)ryingeducationalleadership,leadershipmodelsandleadershipdevelopmentwithinUKHigherEducation(HE)byaccessingarareLGBTQ+leadershipdevelopmentprogramme deliveredinoneuniversity.The(post-)qualitativeresearchdesignforthisresearch,owingtomypositionality, roleontheprogrammeandmodeofanalysis,isunusualinleadershipresearch.

Reﬂectinguponone’slivedexperiencesisessentialforleadershipifitistoprioritisepurposesandvalues.However,theconnectionsbetweenLGBTQ+livesandleadershipisnotalwaysmadebyLGBTQ+individualsnor isLGBTQ+leaders’capitalalwaysrecognisedbyothers.DespiteLGBTQ+leadersnavigatingaratherdistinct leadershippath,oftenwithoutLGBTQ+mentorship,thereiscurrentlynoLGBTQ+leadershipdevelopmentprogrammeofferedbyorganisationsthatprovidetraininginaspectsofHigherEducation(HE)leadership.This highlightsthesigniﬁcanceofaleadershipdevelopmentprogrammethatranforLGBTQ+academicandprofessionalstaffinonepost-1992universityfromSept2022toMay2023.Theprogrammeconsistedofthree formalisedclassroomdaysandindividualmentorship.

RecognisingthepotentialtoqueryleadershipinUKHE,Iaccessedtheprogrammeasan‘insider’oftheLGBTQ+ population,an‘outsider’ofthehostuniversity,anda‘participatingobserver’.Iaimedtorecruitallthoseinvolvedintheprogramme(23associates).Seventeenattendeesgaveconsentfortheiroralcontributionstobe includedinﬁeldnotesonprogrammedays.Thesixteenattendeesinterviewed(eightacademicandeightprofessionalstaff)helddifferinglevelsofseniority,rolesandcontractsandthushadavaryingamountofexperience inleadershiprolesacrossvariousareaswithinandbeyondtheinstitution.AllparticipantswereLGBTQ+;the groupofferedavarietyofgendersandagesfrom(20sto50+);themajority(13)werewhite;AsianandEuropean nationalitiesandculturalheritagebeyondtheUKwerealsoincluded(four).

Icametounderstandmyresearchas(post-)qualitative,recognisingtheblurrededgesoftheprogrammeand institution,theentanglementofmyinvestmentintheprogramme,mygrowingrelationshipswithparticipants andtheirevolvingconnectionstooneanother.Reﬂexivethematicanalysisallowedmetoengagewithqueer theoryandidentifythreeinterwoventhemes:thedistinctionandpotentialofLGBTQ+leadership;theportrayal, empowermentandcollaborationoftrailblazers;thepossibility,precarityandruptureofqueerspace.

Byreframingleadership,thisresearchhelpstomakeLGBTQ+leaders’leadershipintelligibleandmakesleadershipmoreaccessibleandpertinenttoLGBTQ+staff.Signiﬁcantly,itoffersanalternativeformofleadership,one thatiscollaborative,compassionateanddiscerning,andappearstoberelevanttothechallenginglandscapeof UKHE.Thisresearchmayalsoguidefutureleadershipdevelopmentprogrammesinordertoattract,retainand progressLGBTQ+talent.

ShapingtheFuture:AdvancingWomen’sSuccessAcross Education,Work,andBeyond

Saturday,5thJuly-15:35:ParallelSession4(RenaissanceSuite)-Theatre-AbstractID:83

Dr.AnfalAlwahaibi (CollegeofEducation,SultanQaboosUniversity)

ThisstudyhighlightstheprofessionaltrajectoriesofwomeninleadershiproleswithintheGulfCooperation Council(GCC)countries.Whilegovernmentalinstitutionshaveseensignificantgrowthinwomen’scareeradvancement,accesstoleadershippositionsremainslimited.Manypoliciesandinitiativesthatfosterthisgrowth haveeitheroverlookedcriticalissuesorinadvertentlymarginalizedspecificgroupswithinsociety.Thestudy exploresthevariousobstaclesthathinderequitableaccess,rangingfromsocioeconomicdisparitiestosystemic biasesinmultiplesectors.Thestudyprovidesinsightsintotheintersectionalityofelementssuchasequity, empowerment,andinclusionwithingovernmentalinstitutions.Examiningtheseissuesthroughasociological perspectiveofferssignificantinsightsintothestructuralandinstitutionalfactorsinfluencingwomen’semploymentsystemsinGCCcountries.Severalstudieshavedemonstratedthatsocialnormsandbeliefsystemslimit women’scareeroptionsandtheavailableeconomic,educational,andemploymentopportunities.Theselimitationsareexacerbatedbysocietalexpectationsthatprescribespecificgenderroles.Women’scareersareoften shapedbyculturalrealitiesattributedtothegenerationofparticulargenderscriptsthatwomenreferencewhen theyenacttheircareers.Manyofthesecasesoccurinruralareaswherewomenarefrequentlyseenastheprimaryhomemakers(Al-Wahaibi,2023).

Thestudyoffersacomprehensiveanalysisofvariousfactorsthatpromoteandhinderyoungfemaleleaders’ progresswithintheMiddleEast’sgovernmentorganizations.Itemphasizeshowcrucialitistoprovidetargeted supporttothisdemographic,particularlyconsideringtheregion’sswiftlychangingsocial,political,andeconomiclandscapes.Inaneraofsocialchange,femaleleadershiprolesandexpectationsarealsoevolving,necessitatingafocusedapproachthatallowsyoungfemaleleaderstobecomeempoweredanduplifted.Toachieveits aims,theresearchisconstructedaroundparticularquestionsandobjectivesthatarearticulatedthroughaqualitativeinterpretiveframework.Thismethodmakesamorenuancedvisionofthestrugglesandexperiencesof thesewomeninleadershippositionspossible.Athoroughliteraturereviewestablishesasolidtheoreticalfoundationandspeciﬁccustomizedinterviewquestionsthatarecarefullycraftedtoelicitrich,detailedparticipants’ responses.Theseinterviewquestionsareanticipatedtocapturetheparticipants’experiences’complexitiesand identifygapsandopportunitiesforfurtherexploration.Inaddition,theresearchhighlightstheessentialrole ofcollaborativeinitiativesamongstakeholders,includingpolicymakers,communityleaders,andeducators,in tacklingsystemicinequitiesandestablishingpathwaysforallindividualstoachievetheircareergoalsandrealizetheirpotential.Weanticipatethatthisstudywillcatalyzepolicymakerstoenhancegenderequalityby gatheringinsightsthatcaninformpolicyrecommendationsbyadoptingmoreassertivestrategiesforimprovingtheirrepresentationandeffectivenessingovernmentroleswithininstitutions.Itisessentialtorecognize genderequalityasbothavitaltalentandamoralobligation.Furthermore,iturgesustobecomeincreasingly awareofourdailydecisionsthatinﬂuencegenderequalityintheregion.

LeadingforInclusiveAcademicExcellenceinPolarized Times:ARuralCollegeCaseStudyonWhatWorks

Saturday,5thJuly-15:50:ParallelSession4(RenaissanceSuite)-Theatre-AbstractID:119

Dr.GeorgePanayiotou (UniversityofColoradoDenver),Dr.JuliaMahfouz (UniversityofColoradoDenver), Ms.AmandaChristopher (UniversityofColorado,Denver),Mr.SamuelSoliman(UniversityofColorado,Denver)

InclusiveAcademicExcellence(IAE)isafocalpointineducationalleadershipresearch,particularlyamidcontentiouspublicdiscussions,wheredivergentopinionsonprogressiveissuessuchasdiversity,equity,andinclusion(DEI)persist(Hernández-Sacetal.,2023;Mbua,2023).DespitethebeneﬁtsofIAEwithinhighereducation, implementingtheseprincipleseffectivelyandgettingbuy-infromstakeholderscontinuestoposechallengesfor leadership(Williamsetal.,2005).ThesechallengesarepronouncedinruralareasoftheUnitedStates,where backlashagainstprogressivenotionsintensiﬁes,especiallyamidpolarizedpoliticalclimatesthattendtoexacerbatethesedivides.ThisstudycentersonacommunitycollegeinruralColoradoandtheconcertedeffortsof itspresidenttoimplementandadvanceIAEinitiativesamidthesecomplexdynamics.

PurposeoftheStudy

ThisstudyaimstoexaminehowruralcommunitycollegespromoteIAEamidpolarizedenvironmentsthrough theperceptionsofitsleadership,focusingonwhatworksunderthesechallenges.Tworesearchquestionswill guidethisqualitativestudy.

1.Howdoesthepresident’sleadershipcontributetoadvancingthecollege’sgoalofbecominganinclusive andacademicallyexcellentinstitution?

2.Whataretheperceptionsoffacultyandstaffregardingtheeffectivenessofthepresident’sleadershipin planningandimplementingstrategiesforIAE?

ConceptualFrameworkandMethodology

ThisstudyisconceptuallygroundedonTransformationalLeadership(TL)(Bass&Avolio,1993).TLeffectively examineshowleadersinspireandenactchange.Itisbasedontheideathatleadersembodyidealizedinﬂuence attributes,idealizedinﬂuencebehaviors,inspirationalmotivation,intellectualstimulation,andindividualized consideration(Avolio&bass,2004).FollowingYin(2008)aqualitativecasestudymethodologyexaminesthe leadershipeffortstowardsIAE.Aspartofabiggerproject,thecasestudyused35interviewswithfacultyand staff,toexploreperceptionsonthepresident’sTLleadershipforIAE(Stake,2010).UsingtheDedoodsesoftware, wecategorized,codedandanalyzedthedatainductivelyfollowingprocessesassociatedwithconstructivism (Charmaz,2014).

PreliminaryFindings

PreliminaryanalysisrevealedTLattributes,highlightingthemesoftransparency,collaboration,andsocial awareness.Facultydescribedthepresidentasfosteringinclusivityandgainingcommunitytrustthroughtransparency,opencommunication,anddirectproblem-solving.DespiteresourceconcernsforsustainingIAE,facultyrecognizedthepresident’sresponsivenessandalignmentoffeedbackwithinstitutionalgoals.HisTL,exempliﬁedbyidealizedinﬂuenceandinspirationalmotivation,activelyencouragingcross-departmentcollaborationandinnovation,seenincoordinatedeffortsinadmissionsandadvising.Healsomanagespolarized environmentsbypromotingrestorativestudentconductthatprioritizesgrowthandretention,withexplicit commitmenttoIAE.

SigniﬁcanceoftheStudy

ThisstudyﬁllsacriticalgapintheeducationalleadershipliteraturebyfocusingonleadershipforIAEinrural communitycolleges,particularlyinthecontextofincreasingbacklashagainstprogressiveinitiatives.Thestudy aimstoprovideinsightsintotheTLbehaviorsthatpromoteIAE,offeringanevidence-basedframeworkforrural

educationalinstitutionsacrosstheruralUnitedStatesandbeyondfacingsimilarchallengeswithinpolarized environments.Theﬁndingsarerelevanttotheconferencethemesofleadershipforequity,diversity,andsocial justice,aswellasleadershipdevelopment.

ExploringtheCareertrajectoryofAssistantPrincipalsin SchoolsinVictoria,Australia

Saturday,5thJuly-16:05:ParallelSession4(RenaissanceSuite)-Theatre-AbstractID:43

Dr.BerniMoreno (TheUniversityofMelbourne),Prof.DavidGurr (TheUniversityofMelbourne),Dr.PaulineThompson (The UniversityofMelbourne),Dr.HelenGoode(TheUniversityofMelbourne),Dr.LawrieDrysdale(TheUniversityofMelbourne)

Assistantprincipals(APs)areessentialmembersofschoolseniorleadershipteams,yetresearchontheirroles andcareertrajectoriesremainsscarce(Sohoetal.,2012;Thompson,2019).Cranstonetal.(2004)referredto APsasforgottenleaders.UnderstandingthecareerprogressionandprofessionaldevelopmentneedsofAPs isvitalforsustainingtheeducationalleadershippipeline,whichspansearlycareerstages,middleleadership, assistantprincipalship,andultimatelyprincipalship.Thisstudygainsparticularrelevanceamidglobalteacher shortagesanddeclininginterestinleadershiproles,whichhinderthefulﬁlmentofleadershippositions.Itis alsotheﬁrststudyofitskindconductedinAustralia.

Thisresearchinvestigatedthecareerpathwaysof20APsinVictoria,Australia,andtheexperiencesthatinfluencedtheirjourneys.Adualtheoreticalframeworkwasapplied:lifehistoryandecologicalsystemstheory.Thelifehistoryapproachcapturesreflectionsonsignificantcareermomentsandinfluences(Dimmock& O’Donoghue,1996),whileecologicalsystemstheoryplacestheseexperienceswithinabroadersocietalcontext (Bronfenbrenner,1995).

Twocentralresearchquestionsguidedthestudy:(1)Whatkeyinﬂuences(people,experiences,places,or events)shapedthepathtobecominganassistantprincipal?(2)HowdoAPsenvisiontheirfuturecareers? Dataweregatheredthroughsemi-structuredonlineinterviewswith20APsfromdiverseschoolsystemsacross Victoria.Theterm“assistantprincipal”denotesaleadershiprolebelowprincipalship,sometimesreferredtoas vice-principalordeputyprincipal.Interviewdataweretranscribedandthematicallyanalysedtouncoverkey patterns.

PreliminaryfindingsrevealthatmanyAPsdidnotfollowastrategiccareerplan;rather,theircareeradvancementsoftenoccurredorganically,withleadershipopportunitiesarisingunexpectedly.Thistrendwasobserved amongbothmenandwomen;however,women’scareerpathswerefrequentlymorenon-linear,aligningwith existingresearchhighlightingtheinterruptionswomenfaceintheirprofessionaljourneys.APsoftengained experienceacrossdifferenteducationalsettings,emphasizingthevalueofvariedleadershipcontexts.Thelife historyapproachilluminatedthesignificantimpactofmentorsandseniorleaders,whofosteredconfidenceand nurturedleadershippotentialbyofferingprofessionaldevelopment,furthereducation,andleadershiproles. Despitetheirleadershiproles,onlyafewAPsexpressedaspirationsforprincipalship.Factorscontributingto thisreluctanceincludedtheperceivedcomplexityandintensificationofprincipalresponsibilities,challenges relatedtowork-lifebalance,andapreferenceformaintainingcloseprofessionalconnectionswithteachersand students.

Animportanthighlightistheinequitablenatureofleadershipopportunities.Manyparticipantsmentionedthat being“tappedontheshoulder”wasacommonwaytobecomeanAP,highlightinganeedformoreinclusiveand equitableleadershipdevelopmentstructures.Organisationalpracticesshouldaimtoprovideaccessibleleadershipopportunitiesforall,ratherthanrelyingonsubjectiveselectionbyseniorleaders.Thisstudyunderscores thenecessityofcreatingfairandstructuredpathwaysforleadershipadvancementwithinschools.

ParallelSession4

BalancingtheScales:UnderstandingPrincipalTurnoverand RetentionChallengesinIrishPrimarySchools

Saturday,5thJuly-15:20:ParallelSession4(Noblesse)-Theatre-AbstractID:133

Dr.BrianCahill (HiberniaCollege)

ThispaperoffersauniqueexplorationoftheturnoverandretentionofprimaryschoolprincipalsinIreland.The issuesofprincipalburnoutandattritionhavegarneredsigniﬁcantattention,particularlyinlightofrecentpolicy reformsandcurriculumdevelopments.Thesechangeshaveledtoincreasedworkloads,stressfulconditions, and,consequently,anegativeimpactonprincipalturnover.BydelvingintotheIrishcontext,thisresearchadds tothebodyofliteratureoneducationalleadership,addressinganotablegapbyincludingtheperspectivesof formerschoolleaders.

Sixin-depthsemi-structuredinterviewswereconductedwithformerIrishprimaryschoolleaders.Thefindings werethenanalysedusingreflexivethematicanalysis.Thisallowsforanin-depthunderstandingofthecomplex factorsinfluencingprincipals’decisionstostepdowntoemerge.

TheresearchidentifiesseveralkeyfactorsthatnegativelyimpacttheretentionandturnoverofIrishprimary schoolleaders.Workloademergesasaprimaryconcern,withprincipalsoftenstrugglingtomanagethedemandsoftheirroles.Thebalancebetweenprofessionalresponsibilitiesandpersonallifeisanothersignificant issue,astheintenseworkloadnegativelyimpactsonpersonaltime,leadingtostressandburnout.Healthconcerns,bothphysicalandmental,arealsohighlightedascriticalfactorsinfluencingprincipals’decisionstoleave theirpositions.Additionally,theroleoftheteachingprincipal—whereprincipalsareexpectedtofulfilteachingdutiesalongsidetheirleadershipresponsibilities—presentsuniquechallengesthatexacerbatestressand contributetoturnover.

Theseﬁndingsofferactionableinsightsthatcaninformeducationalleadershipwithintheprimaryeducation sectorinIrelandandbeyond.Theresearchunderscoresthepressingneedforstakeholderstoclarifytheroles andresponsibilitiesofschoolprincipals,advocatingforacomprehensivereviewoftheviabilityoftheteaching principalrole.Itemphasisesthenecessityforclearerdelineationofdutiestoalleviatetheexcessiveworkload andimprovework-lifebalance,therebyenhancingjobsatisfactionandretention.

Importantly,thisstudycallsfortheintroductionofaformalstep-downprocedureforallprimaryschoolprincipals.Byprovidingastructuredpathwayforprincipalstotransitionoutoftheirroles,thisprocedurecould mitigatethenegativeimpactsofabruptdeparturesandensuresmoothertransitionsforschoolsandstudents alike.

Thepaperalsoidentiﬁesunder-researchedareasthatwarrantfurtherinvestigation.Theseincludethespeciﬁc workloadsinschoolswithspecialclasses,theuniquechallengesofleadershipinstart-upschools,andtheexperiencesoflonelinessandisolationamongIrishprimaryschoolprincipals.Addressingtheseareascouldprovide deeperinsightsintothediversechallengesfacedbyschoolleadersandinformtargetedinterventionstosupport them.

Inconclusion,thiscutting-edgeresearchcontributessigniﬁcantlytotheongoingdiscourseonprincipalwellbeing,leadershipsustainability,andturnover.Itchallengesexistingparadigmsandoffersfreshperspectives, urgingpolicymakersandeducationalstakeholderstotakeproactivestepsinaddressingthesystemicissuesaffectingprimaryschoolprincipals.Throughitsdetailedanalysisandactionablerecommendations,thispaper aimstoenhancethesupportstructuresforschoolleaders,ultimatelycontributingtoamoresustainableand effectiveeducationalleadershiplandscapeinIreland.

Howcontemporaryschoolprincipalsmanageincreasingly politicizedschoolcommunities

Saturday,5thJuly-15:35:ParallelSession4(Noblesse)-Theatre-AbstractID:193

Dr.CameronHauseman (UniversityofManitoba),Mr.BraydenEpp(UniversityofManitoba)

Researchobjectives:

Thepublichasneverbeenmoreengagedinthepoliticalprocessessurroundingpubliceducation.Onthesurface,citizensbecomingincreasinglyengagedintheseprocessesisagoodthing,especiallyconsideringhow schoolboardelectionshavelongbeencriticizedforfuelingapathyandlowvoterturnout.However,theways inwhichsomeindividualsareexpressingtheirpoliticalviewsaboutpublicschooling,suchasaimingtolimit accesstobooksthatpromote2LGTBQ+rights,runcountertothegoalsandpurposesofpubliceducationsystems.WhiletheworkofK-12schoolprincipalshasalwaysbeenpoliticalinnature,theirworkandworkload areincreasinglybeingimpactedbytheshiftingpoliticalclimatesurroundingpubliceducation.Thisresearch aimstodocumenthowthepoliticalclimateinﬂuences:

1.thetypesoftasksandactivitiesprincipalsengageinaspartoftheirdailywork?

2.howtheycompletethosetasks?

3.thenatureoftheirworkandworkloadinanyotherways?

ProposedMethodology

Thisstudyisframedbytheconceptofwork.Work,asdeﬁnedbyFineman(2012),isaremunerated,regulated task(s)thatisdistinctlyseparatefromnon-work.Workisamulti-facetedconceptthatincludesstructural(i.e., hours,location,workingconditions,timeontask,policy/directives),socio-emotional(i.e.,stress,relationship building,collaboration)andpsychologicalaspects(i.e.,creativity,fulﬁlment,motivation,growthopportunities).

Thisdeﬁnitionisparticularlysuitedtothepurposesofthisstudyasitincludesvirtualworkandotherworkrelatedtaskscompletedawayfromadeﬁnedworksite.

Dataisderivedfrominterviewswith15elementaryschoolprincipalsinManitoba,Canada.Theinterviews werebetween35minutesandjustoveranhourinlength.Interviewquestionsaskedprincipalstodescribe thenatureoftheirworkandworkload,howtheyspendtheirtimeonadailybasis,aswellasinquireabout challengesandopportunitiesassociatedwiththeirwork.Theinterviewsampleisdiverseandrepresentative ofthebroadrangeofdifferentcontextsinwhichManitoba’sschoolprincipals’work.

Expectedoutcomes:

Analysisisstillintheearlystages,butsomemeaningfulthemeshaveemergedfromthedataset.Politicaltensionsevidentinbroadersocietyarespillingoverintoschoolcommunities,increasinglymakingschoolsthenext battlegroundincontemporaryculturewars.Principalsreporthavingtodevotetimeandenergytomanageconﬂictintheschoolthatoccursduetopoliticaldivisionsamong,students,staff,andparentsintheschoolcommunities.Navigatingpoliticallymotivatedconﬂictsattheschooldivertstimeandattentionawayfrominstructional leadershipandpreventsprincipalsfrommaximizingtheirimpactonstudents’academicandnonacademicoutcomes.Mostprincipalsinthisstudyarenotpreparedtomanagethedeep-seatedpoliticaltensionsevidentin theirschoolcommunities.Thesetensionsariseduetodifferentnotionsaboutthepurposesofpubliceducation, suchasparentgroupsexpressingconcernoverthecreationanduseofgender-neutralwashroomsinschools, andattemptingtolimitinstructionaboutraceandreconciliation,evolutionand2LGTBQ+issues.

Theinter-professionalrelationshipbetweenprincipalsand teachersinSweden–howdoprincipalsnavigategradingand assessment?

Saturday,5thJuly-15:50:ParallelSession4(Noblesse)-Theatre-AbstractID:230

Dr.ElinStark (CentreforPrincipalDevelopment,DepartmentofPoliticalScience,UmeåUniversity),Dr.MagnusLarsson (CentreforPrincipalDevelopment,DepartmentofPoliticalScience,UmeåUniversity)

Studieshaveindicatedthatschoolleadersstruggleintheireffortstosupportteachersinprocessesinvolving gradingandassessment.ThisstudyseekstoinvestigatethischallengeintheSwedishcontext,wherefairand equitablegradingishighonthepoliticalagendawithpotentialreformsofthegradingsystemunderway.Current politicaltendenciesimplyamovetowardsincreasingstandardization,forinstanceintermsoftheintroduction ofcentralizedassessmentofstandardizedtests,signifyingapotentialdeclineofthediscretionofindividual teachers.

InSweden,theprincipalisaccountableforensuringfairandequitablegradingbutwhenitcomestotheact ofgrading,thediscretionandmandatelieswiththeteacher.Thispotentialconﬂictbetweenteacherdiscretion andprincipalaccountabilityconstitutesachallengeforprincipalsintheirleadershipofgradingandassessment practices.

Wetakeacriticalapproachtoinvestigateprincipals’understandingoftheirprofessionalrolewithregardsto gradingandassessment.Wedothisbyinvokingtheliteratureonsociologyofprofession,particularlythedistinctionbetweenoccupationalandorganisationalprofessionalism.Occupationalprofessionalismisgrounded intheideathatautonomyanddiscretionaryjudgementisthefundamentalapproachtoprofessionalpractice whereasorganizationalprofessionalismhighlightsmanagerialism,control,accountabilityregimesandstandardization.Wearguethatprincipalshaveonefootintheteachingprofession(occupationalprofessionalism) andonefootinthemanagerialprofession(organisationalprofessionalism).

Giventhis,theaimofthispaperistoinvestigateprincipals’leadershippracticesandhowtheyunderstandtheir roleingradingandassessment.

•HowdoprincipalsinSwedenunderstandtheirroleingradingandassessment?

•Howareaspectsofoccupationalprofessionalismandorganizationalprofessionalismmanifestedinthese leadershippractices?

Toinvestigatetheseresearchquestions,twogroupinterviewswithprincipalswereconductedabouttheirperceptionsongradingandassessment.Preliminaryresultsshowthatleadershippracticesexpressedbytheprincipalsincludeaspectsofbothorganisationalandoccupationalprofessionalism.However,theprincipalstend toemphasizeteacherautonomyandarereluctanttogetdirectlyinvolvedandchallengeteachers’gradingand assessmentpractices,safe-guardingtherelationshiptotheteacherprofession.

CompromisedChoicesinPrimarySchoolLeadership: OpportunitiesforandChallengesofFlexibleWorking.

Saturday,5thJuly-16:05:ParallelSession4(Noblesse)-Theatre-AbstractID:202

Mrs.VictoriaJohnson (UniversityofStaffordshire)

ThisresearchaddressesthecriticalissuesofteacherretentionandheadteacherrecruitmentinEngland,focusingparticularlyonthegenderimbalanceineducationalleadership.Whilewomennumericallydominatethe teachingworkforce,theirrepresentationinheadteacherpositionsremainsdisproportionatelylow,withmany experiencedfemaleteachersleavingtheprofessionbetweenages30and39(Jones,2017).Thistrendoccursdespitebroadersocialshiftsinwomen’sparticipationintheworkforceduringthelast50years,withmorewomen infull-timepaidemployment,includingthosewithchildren(Floresetal.,2021).However,signiﬁcantgender disparitiespersist,includingasigniﬁcantpaygapandunderrepresentationinhigh-statusroles(Floresetal., 2021).

TheDepartmentforEducation(DfE)producedthe TeacherRecruitmentandRetentionStrategy in2019inresponsetowidespreadconcernsaboutteachershortages.Flexibleworking,definedasanemployee’scontrol overwhenandwheretheywork(ChungandVanDerLipp,2018),isoneproposedsolution.Thisincludesparttimework,job-sharing,staggeredhours,andremoteworking.Flexibleworkingisnotjustrelevanttoworking mothersbutincreasinglyappealstoabroaderrangeofemployeeswhoviewitasadesirablenormintheworkplace(DfE,2019;ChungandVanDerLipp,2018).TheCOVID-19pandemicintensifiedthedemandforflexible workingandreinforcedtheimportanceofwork-lifebalance(Chungetal.,2021).Thisresearchinvestigatesthe barriersandenablerstoflexibleworkinginprimaryschoolleadershiproles. Theresearchdrawsonfeministandpost-structuralisttheoreticalframeworks,particularlyFoucault’sanalysis ofsocialnormsandpowerstructures.FeminismandFoucaultshareacommonconcernwiththeperpetuationofsocietalnorms(Ells,2003),theresearchcritiqueshowgenderinequalitiesineducationalleadership areobscuredbytheillusionof‘freechoice’.Whileflexibleworkingisseenasanoption,structuraltensions withinschools,suchasheavyworkloadsandperformancepressures,oftencomplicateitsimplementation(ToffolettiandStarr,2016).Inaddition,womeninleadershiprolesfrequentlyexperienceconflictsbetweentheir professionalandpersonalresponsibilities,withwork-lifebalanceseenasapersonalissueratherthananorganisationalconcern(GascoigneandKelliher,2018).Furthermore,flexibleworkingisoftenstigmatised,with part-timeworkersperceivedaslesscommittedtotheircareersandtheorganisation(Dick,2015).

Agapintheliteratureexistsregardingflexibleworkinginschoolleadershiproles.Whilemanyschoolleaders areopentoflexibleworkingforteachers,theyarelessinclinedtoapproverequestsfromthoseinleadership roles(Cooper-Gibson,2020).TheresearchisacasestudyofleadersworkingflexiblyinEnglishprimaryschools involving10qualitativeinterviews.Thevoicesofseniorleaderswhohavelefttheprofession,thosethatremain andthosethatareindecision-makingpositionsareincluded.Theresearchprovidesinsightsintohowschool leadersnavigate‘compromisedchoices’duetoresourceandsystemicconstraints,whilebalancingorganisation andpersonalneeds.Initialemergingthemesincludefinanicialisation,deploitcalisation,teacheridentityand professionalenvy.Theresearchcontributestoabetterunderstandingofhowflexibleworkingcanbeapplied withinschoolleadershiptoaddressthegenderimbalanceinleadershiproles.

ParallelSession4

Teachers’perceptionofeducationalresearchandknowledge generation;aphenomenographicalstudy

Saturday,5thJuly-15:20:ParallelSession4(Coleridge)-Theatre-AbstractID:21

Mrs.ClaireHarley (UniversityofNottingham)

Howdoteachersconceptualiseeducationalresearchandtheiruseofitintheirpractice?Theideaofresearch engagementisnotnewandyetthereisagapinourunderstandingoftheconcept;whatteachersthink.My EdDthesisfocusesonﬁndingadeﬁnitionofwhateducationalresearchmeanstoteachersinEnglishsecondary schoolsin2024.

Throughaphenomenographicalmethodology,Iamseekingtobetterunderstandtheimpactofeducational researchonteachers’senseofself-eﬃcacyandprofessionalism.Thepurposeofmythesisistobetterunderstand theextenttowhichteachersseethemselvesasknowledgegeneratorsineducationandhowteachersfeelabout theircurrentrelationshipwithacademicresearch.

Mypresentationﬁtswithintheconferencethemeofteacherleadership,butadditionally,oneofthewider themesforthisyear’sconferenceisturbulence.Mythesiswillchallengetheextenttowhicheducationalresearchisuseful,relevantandessentialtothelivesofteachers.Whilstthetermturbulencehasstrongconnotations,Idobelievethatthereisanurgentandrealneedtoexploretheextenttowhichteachersseethemselves asknowledgegeneratorsandteacherleadersineducation.Wealsoneedtobeopentocritiquingtowhatextentacademicworkisbeingeffectivelyfocusedontheneedsofanddisseminatedtoteachers.Whilstthereare manyacademicsstrivingtoengageteacherswithresearch,thereisalsoalevelofdistrustwithintheteaching profession.

MypresentationwilloutlinethereasonsIhaveundertakenthisstudyasbothanEdDstudentandteacher/school leaderbeforeIexploretheconceptsofprofessionalismandself-efficacyintheliterature.Ishallthenoutlinethe findingsofmydataanalysissofar;identifyinghowteachersviewthecurrentsituation,decodingwhatteachers wanteducationalresearchtolooklikeandfinallyofferrecommendationsforhowBELMASmemberscanbridge thegapbetweenresearchandpracticewithinthecontextofneoliberalism,theuseofeducationalresearchisas muchaboutpowerstructuresastheyareaboutactualevidence.Teachers’perceptionsofeducationalresearch isheavilylinkedtotheirperceptionsoftheirseniorleadershipteam.Additionally,teacherscanuseeducational researchasatoolwithwhichtheyfeeltheycanchallengeauthority.Thefindingsofmystudysofarhighlight theineffectivenessofcurrentprofessionaldevelopmentprogrammesandtheworkthatneedstobedoneto individualiseandcontextualiseteachers’experiences.Byunderstandingthecurrentsituation,wecanthen considerhowwecanworktogethertobridgethegapbetweenresearchevidenceandeverydaypractice.

LeadingProfessionalLearningCommunitiesinChina:The RoleofTeachingResearchGroupHeadsinShanghai

Saturday,5thJuly-15:35:ParallelSession4(Coleridge)-Theatre-AbstractID:161

Prof.LIJIAWANG (EastChinaNormalUniversity),Prof.TonyBush(UniversityofNottingham),Prof.ManhongLai(The ChineseUniversityofHongKong)

Theconceptoftheprofessionallearningcommunity(PLC)hasgainedpopularityinrecentyearsdueto itspotentialtoenableteacherstotakecollectiveresponsibilityforstudentteachingandlearning(Bush,2019; ZhengXin&YeJuyan).InestablishingeffectivePLCs,distributedleadership,particularlyembodiedintheform ofteacherleadership,hasbeenshowntosigniﬁcantlyinﬂuencetheimpactofleadershiponlearning(Hallinger &Heck,2010;DeMatthews,2014;Harris,2003).Teacherleaders,beingwell-versedinthecomplexitiesofteaching,cancreateanon-hierarchicalenvironmentwithinPLCs.Bymodelingeffectiveclassroomstrategies,they directlysharebestpracticeswiththeircolleagues,fosteringprofessionalgrowth.Theycanalsopromotechange fromwithin(Wenner&Campbell,2017;York-Barr&Duke,2004).AsHarris(2003)concluded,teacherleadershipisessentialforbuildingPLCsinschools.Therefore,itistimelytoexaminetherolesofteacherleadersand theirleadershippracticeswithinPLCs.

InChina,theuseofschool-basedlearningcommunities,knownasTeachingResearchGroups(TRGs, jiayanzu),toenhanceteachers’professionalcompetencyandinstructionalskills,hasalong-standingtradition (ZhangandWong,2018;PaineandMa,1993).AsaformofPLC,TRGsshareseveralcharacteristicswithWesternPLCs(Zhang&Pang,2016).Italsoexhibitsculturalcharacteristics,suchasatop-downapproach,contrived collaboration(Wang,2015;Hairon,2017).Zhang,WongandWang(2022)foundthatTRGheadsgreatlyinﬂuence howPLCsfunction.

GiventheuniquecharacteristicsofChineseTRGs,andtheneedforfurtherresearchontheroleofteacher leadersinPLCs,thisstudyexamineshowTRGheadsinterprettheirroleswithinPLCsandhowtheyleadwithin thesecommunities.

AcasemethodwasusedtoexaminetherolesandleadershipofTRGheadsinChina.Twoprimaryschools inShanghaiwerepurposivelyselectedfortheirexemplaryTRGperformance.Ineachschool,threeTRGswere chosenbasedontheirreputations.Thegroupheadandtwoadditionalmembersineachgroupwererecommendedbytheadministration.AtotalofsixTRGheadsandtwelveteachersparticipatedinsemi-structured interviews.Theinterviewquestionsfocusedonparticipants’viewsontheoperationofTRGsandtheleading practiceofTRGheads.Aninductiveapproachwasemployedfordataanalysis(Strauss&Corbin,1998).

PreliminaryfindingsrevealthatTRGheads,asformalteacherleaders,areexpertteacherswhocaneffectivelynegotiateamongcolleagues.Theheadsassumetheroleoflearningcommunitybuilders,whoareresponsibleforconstructingthePLC’svisionandmission.Theyalsoserveastranslatorsanddirectors,converting districtrequirementsintospecificsubjectteachingguidelinesandensuringtheserequirementsarefollowed. Additionally,theyactasmentors,leadingnewteachersthrough“bothwordsandactions”(yanchuanshenjiao). Furthermore,theyserveassupportersandencouragers,motivatingteachersto“striveforexcellence”andprovidingbothemotionalandintellectualsupport.Basedonthesefindings,thispapercontributestoadeeper understandingofteacherleadershipwithinPLCs.

Constructingandvalidatingastructuralmodelofteacher leadershipinprimaryandsecondaryschoolsinChina

Saturday,5thJuly-15:50:ParallelSession4(Coleridge)-Theatre-AbstractID:64

Ms.ShanXue (UniversityofGuizhou)

Teacherleadershiphasbeenrecognizedasanimportantprerequisiteforteacherstoachieveinstructional,professionalandcooperativedevelopment.Empiricalevidencearoundtheworldalsodemonstratesthatteacher leadershipisaninfluentialfactorinimprovingtheoverallleveloftheteachingforceandenhancingtheefficiencyofschooloperation.While,currently,noneresearchesexploredhowteacherleadershipcouldbemeasuredandinvestigatedunderChinesecontextthroughquantitativetools.Ourresearchconstructsthestructure ofteacherleadershipinChineseschools.Fromtheperspectiveofleadershipasa“process”proposedbyboth domesticandinternationalscholars,thisstudycompilesascaleofteacherleadership,whichincludesinstructionalleadershipinclassroomteaching,peerinfluenceinschoolcommunities,andchangeagencyforschool development.Atotalof6,038teachersfromsixcitiesacrossmainlandChinaweresurveyedusingstructural equationmodelling,andthedatawereanalyzedwithSPSS24.0andAMOS24.0software. Thestudyrevealsthefollowingfindings:(1)Fromtheperspectiveof“leadershipasaprocess,”thethree-dimensionmodelprovestobestable,andthecorrelationsamongdifferentdimensionsarestrong.(2)Theoverall levelofteacherleadershipinChinaisrelativelylimited,especiallywhencomparedwithothereducationalsystemsworldwide.(3)Thelevelofleadershipdecreasesasthescopeofinfluenceexpands.Teachersexhibitthe highestlevelofleadershipinclassroomteaching,followedbypeerinfluence,withthechangeagencybeingthe lowest.Furthermore,thestudyexamineshowdifferentlevelsoffactorsmayaffectteachers’leadership.The resultsindicatethatbothpersonalandorganizationalfactorsplayarole,as:(1)Maleteachersdisplayhigher levelsofteacherleadershipthantheirfemalecounterparts;(2)Theawarenessofleadershipincreaseswiththeir workingexperiencegrows;(3)Thelevelofleadershipisalsorelatedtoschoolperformance,asteachersfrom high-performingschoolsdemonstratehigherleadershipabilitiesthanthosefromnormal-tounder-performingschools.Inaddition,theresultsofpathanalysisusingtheSEMmodelshowthatthesethreedimensionsare inter-relatedbothwithinandbetweeneachother,allhavingapositiveimpactononeanother.Strategiesfor enhancingthelevelofteacherleadershipinChinaincludereconfiguringschoolleadershipstructures,developingprofessionallearningcommunities,andconstructingatransformativeschoolculture,whicharethreekey strategiesforteacherleadershipdevelopmentinChina.

Duetoculturalandadministrativereasons,researchonteacherleadershipinChinastillscarce.Domesticresearchonteacherleadershipmainlyfocusesattheoreticallevel,suchasconceptualanalysis,definitions,manifestationsandclassifications.However,theamountofquantitativeandempiricalresearchisverylimited. Inparticular,noresearchhasprovidedanempiricalmeasurementofhowtoevaluatethedegreesofteacher leadershipinChina,whichmakesthisstudysignificantforbothChineseandinternationalexperience.

DevelopingaComprehensiveCurriculumFrameworkfor TeacherMentalHealthCoursesinInitialTeacherEducation (ITE)Programmes

Saturday,5thJuly-16:05:ParallelSession4(Coleridge)-Theatre-AbstractID:42

Mrs.WEILINYAN (UniversityofBirmingham)

Thepersistentmentalhealthchallengeswithinclassroomsposesigniﬁcantconcernsforchildren,adolescents, youngadults,andteachers/newteachers,withconsiderableeconomic,socialandhealthrepercussions.Schools, reachingnearlyallchildrenandtheirfamilies,arefrequentlyrecognizedbyresearchandpolicyascrucialsettingstopromotethementalandphysicalwell-beingofyoungpeople.Withtheincreasingprevalenceofmental healthissuesamongchildrenandadolescents,teachers’roleshaveexpandedbeyondacademicinstructionto includefosteringstudents’overallsocialandemotionaldevelopment.Duetotheirdailyinteractionswithstudents,teachersarewell-positionedtoidentifythosewhomaybeatrisk,supporttheplanningandimplementationofearlyinterventions,andparticipateinreferringstudentstoappropriatementalhealthserviceswhen needed.

Despitethispotential,teachersfromaroundtheworldreportfeelingincompetent,ill-preparedandlacking formaltraininginmentalhealth,impactingtheirabilitytocarryouttheirdiverserolestosupportstudents effectively.Meanwhile,teacherscanstrugglewiththeirownmentalwell-being,withnewteachers,particularlyvulnerabletothepressuresandcomplexitiesoftheirroles.Theseearly-careereducatorsoftenexperience signiﬁcantpressuresandimmensechallengesfrommultiple,overlappingexpectationsrelatedtoteaching,assessment,andprofessionallearning,imposedbyemployers,schooladministrations,colleagues,parents,and students.Preparingstudentteacherswithmentalhealthknowledge,theskillsandcompetenciesneededto managethesedemandsarethereforeessential,makingInitialTeacherEducation(ITE)programsavitalcomponentinequippingthemforthisever-expandingrolewhenenteringtheteachingprofession.

Currently,insuﬃcientattentionandtrainingaregiventothedevelopmentandprovisionofrequireddispositionsandcompetencies(knowledge,skills,andattitudes)andeffectivemethodsformentalhealthpromotion inITEprogrammes.Againstthisbackground,thefocusoftheresearchbeingundertakenisanexploration ofteachereducators,studentteachersandschoolmentors’perspectivesandexperiencesrelatedtomental healthcoursesandprovisioninITEProgrammesinChinaandtheUK.Giventhateducationalsystems,social andculturalbackgrounds,andprofessionalqualiﬁcationsdifferacrosscountries,thechallengesrelatedtopromotingstudents’andteachers’mentalhealthandwell-being,nevertheless,aresimilar.

Thisistheﬁrststageinvolvedintheresearchandwillfocusonthefollowingresearchquestions:Howdodifferenthighereducationinstitutionscurrentlyaddressmentalhealthcourses/trainingintheirITEprogrammes (takingoneChinesehighereducationinstitutionandoneBritishuniversityasexamples),andwhatcanbe learnedfrommodels?Usingsemi-structuredfocusgroupinterviewswithstudentteachers,teachereducatorsandschoolmentors,thisstudyintendstoprovidevaluableinsightsforinitialteachereducationproviders (ITEPs),universityadministrators,teachingstaffandwidersocietyonimprovingmentalhealthsupportand fosteringthewell-beingofstudentteachersduringtheInitialTeacherEducationProgramme.

ParallelSession4

Schoolleaders’experiencesofpolicyenactmentinatimeof crisis:navigatingthepandemicandbeyond

Saturday,5thJuly-15:20:ParallelSession4(Keats)-Theatre-AbstractID:110

Dr.JoanMowat (UniversityofStrathclyde),Dr.AnnaBeck(UniversityofGlasgow)

Thispaperdrawsfromamixed-methods,principallyqualitativelongitudinalstudyconductedwithtwocohorts ofIntoHeadshipstudentsexploringhowtheysupportedtheirschoolcommunitiesduringtheﬁrstlockdown intheUKinthespringof2000andbeyond,withaparticularemphasisonchildrenandyoungpeople(C&YP) consideredtobevulnerablethroughdisability,povertyorotherwisedisadvantaged.

Acrosstheworld,thepandemichasservedtoamplifyandexacerbateexistinginequalitiesforC&YP,particularly thosewhoaremarginalisedthroughpoverty,displacementand/ordisability. TheHealthBehaviourinSchool Children reportonEuropeidentifiedthatadolescentsfromdisadvantagedbackgroundsweremorelikelyto reportnegativeeffectsofthepandemicintwothirdsofcountries/regionswhetherornottheywereinreceipt ofsupportfromfamily,teachers,classmatesorpeers.The COVIDSocialMobility&Opportunities (COSMO)study (Nov2023)foundthatthereweresignificantdisparitiesinaccesstosupportservicesbetweenchildrenlivingin povertyandthoselivinginmoreaffluentareas,withtheformermorethantwiceaslikelynottobeinreceipt ofsupportfromChildandAdolescentMentalHealthServices.Responsestothe COVIDInquiry and Additional SupportforLearningInquiry conductedinScotlandin2024,highlightawiderangeofdetrimentalimpactsupon thewellbeingofC&YP,suchasheightenedanxietyleadingtoareluctancetoattendschool. Duringthisperiod,schoolleadershadtonavigateanunprecedentedlandscapeofcomplexandrapidchange. Thequalityofheadshippreparationprogrammesbecomescrucialinensuringthatprospectiveheadteachers canrisetothechallenge.

Thestudywasconductedintwophases:thefirstaquestionnaireissuedtobothcohortsinJune2020towards theendofthefirstlockdownintheUK;thesecond,8individualinterviewsand3focusgroupdiscussionsacross secondary,primaryandspecialeducationsectorsconductedinJanuary2023.Akeythemetoemergefrom analysisofphase1wastheimportanceofsupportingthewellbeingoftheschoolcommunity,thereforethe 2nd phasehonedinonthistheme.DatawasthematicallyanalysedusingKingandHorrock’s(2010)framework. Thispaperbringstogetherthefindingsfromboththeinterviewsandfocusgroupdiscussions,integratingacross sectorstohighlightkeymessages.

Despitefacinganumberofchallenges,theformerstudentsontheprogrammedemonstratedtheabilitytonavigateanincreasinglycomplexandvolatilepolicylandscapeduetoanenhancedlevelofpoliticalliteracy;insight intotheirvaluesystems,theirleadershipandtheroleofheadship;andgrowingconfidenceintheircapacityto leadanddevelopleadershipcapacitiesinothers,thedevelopmentofwhichwassupportedbyengagementin theIntoHeadshipprogramme.Extensiveexemplificationwasofferedofthecreativeandinnovativewaysin whichtheysoughtcollaborativelytobuildcommunityandtosupportthewellbeingoftheirschoolcommunities.WereflectonthecriticalrolethatMasters-levelprofessionallearningcanplayinsupportingschoolleaders tobecomeconfidentpolicyactors,andtheimplicationsofthisforcurrenteducationreform.

AReviewofInstructionalLeadershipinCrisis-Affected Schools:SchoolAdministrators’RolesandCompetenciesin Human-MadeCrises

Saturday,5thJuly-15:35:ParallelSession4(Keats)-Theatre-AbstractID:282

Ms.LalakhanimOrujova (UniversityofSouthFlorida)

Abstract

Instructionalleaderspromoteacademicsuccessbydefiningattainablegoalsforstudentsandteachers,usingdata-drivenmethodstotrackprogress,andrecognizingachievements.Thesetechniquescreatean“academicpress”thatpromoteshighstandardsandstrongexpectationsthroughoutschools(Hallinger&Murphy, 1986;Hecketal.,1990).Theiractiveparticipationincurriculumandinstruction,aswellasclosecollaborationwithteachers,demonstrateahands-onleadershipstylethatbenefitsbothteachingandlearning(Cuban, 1984;Hallinger&Murphy,1986).Byremainingvisibleandgivingdirectsupport,instructionalleadersdisplaya thoroughawarenessofclassroomdifficulties,modeleffectivetechniques,andinspireasharedcommitmentto academicperformance.Whileinstructionalleadershiphasbeenshowntodrivepositivechangeinstableenvironments,itsadaptabilityisseverelytestedwhenschoolsfaceunexpectedanddestabilizingcrises—eventsthat challengeanorganization’scorevalues,threatenitssurvival,andnecessitatequickdecision-making(Coombs &Holladay,1996).Ineducationalsettings,suchcrisesnecessitateleadersbalancingimmediateconsequences withlong-termrecoveryinordertosustainthecontinuityandstabilityoftheschool’smission. UNESCO(n.d.)estimatesthat244millionchildrenworldwidearecurrentlyaffectedbycrisessuchasarmed wars,healthandclimate-relateddisasters,andforceddisplacement.Despitethegravityofthesituation,there isaconsiderablegapintheresearchregardingthepreciseleadershipskillsrequiredtoovercometheseobstacles (Striepe&Cunningham,2022).Researchoneducationalleadershipduringhuman-causedcrises,particularlyin conflictzones,isquitelimited(Striepe&Cunningham,2022).Thisscopingliteraturereviewfillsthesegapsby exploringtheinstructionalleadershiptechniquesnecessaryinschoolsaffectedbyhuman-causedcatastrophes. Researchquestion: Whatdoestheliteraturerevealabouttheinstructionalleadershipofadministratorsduringhuman-madecrises?” Thescopingreviewapproachtosystematicallymapandanalyzeexisting literatureontheinstructionalleadershipofschooladministratorsduringhuman-madecrises.FollowingArkseyandO’Malley’sscopingreviewframework,thisreviewisorganizedintofivestages: (1)identifyingthe researchquestion,(2)identifyingrelevantstudies,(3)selectingstudies,(4)chartingdata,and(5)collating,summarizing,andreportingresults

Significantfindings:1)Tobuildastablelearningenvironment,principalsadaptedteachingpracticestoaccommodatestudents’emotionalandintellectualneeds,includingsocial-emotionallearning(SEL)andemphasizing vitalcurriculum.2)Curriculumadjustments,suchasreducingcurriculumandprioritizingbasicareas,preservededucationalcontinuitydespitereducedinstructionaltimeandresources.3)Schoolsincorporatedtrauma support,suchasbereavementcounselingandemotionalcareprograms,intoteachingtechniques,therebystabilizingstudents’emotionalwell-beingandindirectlysupportingacademicengagement.4)Crisis-responsive pedagogyprofessionaldevelopmentprovidedteacherswiththetoolstheyneededtochangeinstruction,emotionallyassiststudents,andmaintaininstructionalqualityintoughsituations.5)Principalsemployedflexible andcreativeteachingstrategies,suchashybridlearningmodels,play-basedlearning,andsafety-focusededucation,tomaintainstudentinterestandadapttocrisisrestrictions.

NavigatingTurbulence:LeadershipinEarlyChildhood Intervention(ECI)DuringCrises

Saturday,5thJuly-15:50:ParallelSession4(Keats)-Theatre-AbstractID:44

Dr.SusanH.Shapiro (Touro),Dr.SerraAcar(UniversityofMassachusettsBoston),Ms.MariaKastanis(UniversityofIllinois UrbanaChampaign)

CurrentcrisessuchastheCOVID-19pandemicandtheeffectsofnaturaldisastershaveunderscoredthefragility ofsocialsystems,particularlyintherealmofeducation.Earlychildhoodintervention(ECI)andChildrenwith specialeducationalneedsanddisabilities(SEND),servingchildrenwithdiverselearninganddevelopmental needs,hasbeenuniquelyimpacted.Disruptionstoroutines,serviceprovision,andfamilysupportsystems havehighlightedthecriticalneedforresilient,adaptiveleadership.Thissession,alignedwiththeconference themeof“Turbulence,Reform,andDevelopmentinEducationalLeadership,Management,andAdministration,”focusesonthepivotalroleofleadershipinnavigatingcriseswithintheECI,SENDcontext. Thissessionwilldelveintothequestionofhowcanleadershipcanensurethesustainability,accessibility,and qualityofECIservicesduringturbulenttimes.Itwillexplorethemultifacetedchallengesfacedbyeducational leaders,educators,children,andfamiliesduringcrises,suchasthoserelatedtoservicedelivery,communication,equity,andmentalhealth.ByfocusingontheEducationCrisisFramework(ECF)(Shapiro,2024)The EducationCrisisFramework(ECF)isatwo-partmodeldesignedtohelpschoolsnavigatecrises.ECFconsists ofadecision-makingmodelthatemphasizescommunityunderstanding,trust,andcompassion,andanaction modelfocusedonimmediateresponse,communication,andfutureplanning.Throughthisframeworkwewill highlighteffectivestrategiesandinnovativeapproachesemployedbyleaderstonavigatethesechallenges,includingexamplesofsuccessfulcrisismanagement,technologicalintegration,familyengagement,andcollaborativepartnershipsthroughthevoicesofleadersinmultiplesettingsandcountries(i.e.,USA,Greece,Turkey, UK).Wewillalsodiscusspracticaltoolsandknowledgetoequipcurrentandaspiringleaderswiththeskills neededtosupportandsustaineducationandhigh-qualityservicesinthefaceoffuturecrises,whethertheybe health-related,economic,orsocietalthataffectand/orinterrupteducation.

Thissessionissigniﬁcantforeducationalpracticeduetoitsexplorationofthedynamicsofleadershipinearly childhoodeducationduringtimesofcrisis,focusingontheuniquechallengesandopportunitiesfacedbyleaders inthisﬁeld.Drawingonrecentexperiences,particularlyduringtheCOVID-19pandemicandrecentenvironmentaldisasters,weanalyzehowearlychildhoodleadersnavigateduncertainty,maintainedcommunication withfamilies,andadaptedtorapidlychangingguidelines.Wewillidentifykeyleadershipstrategiesthatfoster resilienceandinnovation,emphasizingtheimportanceofempathy,collaboration,andcommunityengagement. Wewillhighlighthoweffectiveleadershipnotonlysupportseducatorsandstaffbutalsopromotesasenseof securityandcontinuityforyoungchildrenandtheirfamilies.Byexaminingthesepractices,weaimtoprovideinsightsforcurrentandfutureleaders,equippingthemwiththetoolstothriveincrisissituationswhile prioritizingtheneedsofchildrenandfamilies.

HowEmpoweringLeadershipShapesTeachers’E-learning Commitment:TheMediatingEffectofTeacherLeadership

Saturday,5thJuly-16:05:ParallelSession4(Keats)-Theatre-AbstractID:183

Mrs.MunaAl-Alawi(SultanQaboosUniversty),Dr.YasserAl-Mahdy (CollegeofEducation,SultanQaboosUniversity)

Therapidadvancementofeducationaltechnologyhasnecessitatedschoolleadershipthateffectivelydrivesdigitaltransformationandfostersmeaningfulteacherengagement.Empoweringleadershipplaysacriticalrolein creatinganenvironmentthatmotivatesteachers,enhancestheirleadershipcapacities,andstrengthenstheir commitmenttoachievingeducationalgoals.Inresponsetotheglobalshifttowarde-learning,particularlyacceleratedbytheCOVID-19pandemic,theroleofschoolprincipalsinadoptingempoweringleadershipstrategies hasbecomeincreasinglysignificantinfacilitatingteachers’transitiontodigitalteachingpractices. ThisstudyinvestigatestheimpactofempoweringleadershipamonggovernmentschoolprincipalsintheSultanateofOmanonteachers’leadershipbehaviorsandtheiraffectivecommitmenttoe-learning.Itfurtherexploresthemediatingroleofteacherleadershipintherelationshipbetweenempoweringleadershipandteachers’commitmenttochange,evaluatingtheextentandnatureofthismediation.Whilepreviousresearchhas examinedtheroleofleadershipstylesineducationaltransformation,limitedstudieshavespecificallyexplored howempoweringleadershipfostersteacherleadershipandenhancescommitmenttoe-learninginthecontext ofgovernmentschoolsintheArabworld.Thisstudyseekstofillthisgapbyprovidingempiricalevidencefrom Oman,contributingtoadeeperunderstandingofleadershipmechanismsindigitaleducationadoption. Employingaquantitativeresearchdesign,thestudycollectedcross-sectionaldatafromasampleof750teachers ingovernmentschoolsusingvalidatedandcontextuallyadaptedscalesforempoweringleadership,teacher leadership,andaffectivecommitmenttochange.Theresearchmodelwastestedusingstructuralequation modeling(SEM)toassessdirectandindirecteffectsanddeterminethemediatingroleofteacherleadership. Thefindingsindicatethatempoweringleadershippositivelyinfluencesbothteacherleadershipandteachers’ affectivecommitmenttoe-learning.Furthermore,teacherleadershipsignificantlyenhancesteachers’commitmenttochangeandpartiallymediatestherelationshipbetweenempoweringleadershipandaffectivecommitment.Thissuggeststhatwhileempoweringleadershipdirectlypromotesteacherengagementwithe-learning, thedevelopmentofteacherleadershipservesasanessentialmechanismthatstrengthensthiscommitment. Theseresultsunderscorethenecessityoffosteringempoweringleadershipinschoolstofacilitateeducational transformationandensuresustainableengagementwithdigitallearning.Basedonthesefindings,thestudy recommendsthattheMinistryofEducationdeveloptargetedtrainingprogramstoenhanceschoolprincipals’ abilitytoimplementempoweringleadershippractices,withaspecificfocusonfosteringteacherleadership andstrengtheningcommitmenttoe-learning.Additionally,continuousprofessionaldevelopmentinitiatives andclearpolicyguidelinesshouldbeprovidedtosupportbothprincipalsandteachersinnavigatingdigital transformationeffectively.

Byaddressinganexistingresearchgap,thisstudyadvancestheoreticalunderstandingofhowleadershipstyles inﬂuenceteacherbehaviorindigitallearningenvironments.Theimplicationsextendtopolicydevelopment, professionalgrowth,andthesustainabilityofe-learningpractices,offeringpracticalinsightsforeducational reformandinnovation.Futureresearchcouldexplorelongitudinaldesignstoexaminethelong-termimpactof empoweringleadershiponteacherleadershipanddigitaleducationadoption.

Keywords:EmpoweringLeadership,TeacherLeadership,AffectiveCommitmenttoChange,E-learning,SultanateofOman.

ParallelSession4

TurbulentTimes:Studenthomelessnessandeducational leadershipinnaturaldisaster

Saturday,5thJuly-15:20:ParallelSession4(Shelley)-Theatre-AbstractID:277

Dr.AlexandraPavlakis (SouthernMethodistUniversity),Dr.J.KessaRoberts(UtahStateUniversity),Dr.MeredithRichards (SouthernMethodistUniversity),Dr.MaiZaru(SouthernMethodistUniversity)

Background/Relevance: Naturaldisastershinderstudents’attendance,achievement,andwellbeing—andclimatechangemakesdisastersmorelikely.Duringcrises,U.S.educationalleadersplayvitalrolesinassessing needs,collaboratingwithcommunities,anddistributingresources.Naturaldisastersbothcauseandexacerbate housinginstability,butthereisadearthofresearchonitsimplicationsforstudenthomelessness.Eveninthe absenceofdisaster,educationalleadersoftenstruggletoaddressstudenthomelessness.Studentsexperiencing homelessness,whoaredisproportionatelyBlackand/orLatine,oftenhavehighratesofschooldropoutandlow grades.

Context: InAugustof2017,Harvey,aCategory4hurricane,hitHouston,Texas.Thesecondmostexpensive stormintheU.S.,itdestroyedabout25%ofthecity’saffordablehousing.Manyschoolsexperienceddamage, causingclosuresandrelocations.Nearly24,000studentsinHouston’slargestschooldistrictbecamehomeless fromHarvey.

Theory/Framework: Naturaldisastersareoftennotrandom;vulnerabilityandresponsestodisastersaretied topoverty,race,andgeography.ThispapergarnersinsightsfromEnvironmentalJusticeTheory,whichfocuses ontheunevendistributionofhazardsforlow-incomecommunitiesofcolor,andCriticalEnvironmentalJustice Theory(CEJ),whichemphasizeshowintersectionalidentitiesandinequitiesoverlap.

Purpose/ResearchQuestion: ThepurposeofthispaperwastoexaminehowHarveyshapedstudenthomelessness.

Methods: Wedrawfrom9semi-structuredinterviewswithkeydistrict-leveleducationalleaders,10withparentsexperiencinghomelessness,and19withanti-povertycommunityleaders.WealsoconductedaCritical DiscourseAnalysisof135mediaartifacts.

Findings: Wediscussourfindingsalongthe preparation,response,and recovery stagesofnaturaldisaster.Harvey’simpactonstudenthomelessnessbeganbeforethehurricanelanded;the preparationphase contributedto newandextendedstintsofhomelessnessastheabilitytoprepareinadvancewasaprivilegenotavailableto everyone.Inthe responsephase,thecitylostsubstantialhousingsupply,displacingmanyofthedistrict’sfamilies.Theschooldistrictreceivedaninfluxofdonationsfromaroundthecountry.A“HoustonStrong”mentality emerged,whichfocusedonhelpingothers.Assomefamiliesbecamehomelessforthefirsttime,therewas increasedawarenessandempathytowardsstudenthomelessnessandtheimportanceofnon-academiceducationalsupportservices.Yet,aftertheinitialshock,the recoveryphase unearthedblaringinequities.Educational leadersreportedstudentsoftencryingatschoolwhenitrains.Familiesandcommunitieswereattemptingto rebuild,butonlyabletodosoatdifferentpaces,withaccesstounevenresources,andfromdramaticallydistinct startingpoints.EducationalandcommunityleaderswerestillgrapplingwiththeimpactsofHarveyonstudent homelessnessyearslater.

Signiﬁcance/ImplicationsforPractice: OurstudyisalignedtotheBELMASthemeandthe LeadershipinTimes ofCrisis and LeadershipforEquity,Diversity,andSocialJustice strandsbecauseitforegroundstheequitychallengesforeducationalleadersintimesofturbulentcrisis.Duetoclimatechange,thisworkisparticularly timelyandhasimplicationsforpolicyandpractice.BybetterunderstandingHurricaneHarveyandstudent homelessness,leadersmaybebettersituatedtopreparefor,respondto,andrecoverfromthenextcrisis.

TheScholarlyPractitionerandSocialJustice:TheEdDasa BridgebetweenTurbulenceandReform

Saturday,5thJuly-15:35:ParallelSession4(Shelley)-Theatre-AbstractID:106

Dr.ElizabethReilly (CaliforniaStateUniversity),Dr.JillPerry (UniversityofPittsburgh)

Background

ThispaperexamineshowU.S.-basedPK-20educationalleaderswhograduatedfromCarnegieProjectonthe EducationDoctorate(CPED)-inﬂuencedEdDprogramsexperiencedintheiracademicworkandthenapplied totheirworkplaceCPEDPrinciple1:Employingequity,ethics,andsocialjusticetobringaboutsolutionsto complexproblems(CPED,2009;Bussetal.,2014;Author,2020).Further,thispaperexamineshowthelenses ofequity,ethics,andjusticehaveenhancedgraduates’abilitiestobe scholarlypractitioners (Piantanidaetal., 2019)intheirprofessionalsettings,applyingtheorytopracticetoimplementequitable,ethical,andjustchange intheireducationalorganizations.Thisstudyprovidesamorenuancedunderstandingoftherolethatthemes ofjusticeplayinEdDeducationintheUnitedStates.

ResearchAim

Thedataanalyzedforthispaperarederivedfromtwoquestionstakenfromalargerstudy:

1.Inyourdoctoralprogram,howdidequity,ethics,andsocialjusticehelpyouaddresssolutionstocomplex problemsofpractice?

2.Today,howdoequity,ethics,andsocialjusticehelpyouaddresssolutionstocomplexproblemsofpractice?

Methods

Thesnowballsampleincluded23individualswhograduatedfromtwoCPED-inﬂuenceduniversityEdDprogramsintheWesternandEasternUnitedStates.Participantsincludedindividualsfromavarietyofleadership rolesinU.S.PK-20education.One-hourinterviewstookplaceviaZoom.Datawereanalyzedusinganarrative inquiryapproach(Clandinin,2006)toplacepractitionervoiceatthecenteroftheleadershipexperience.

KeyFindings

Wehighlightherethreethemesofseveral:1)Graduatesfrombothprogramsnameandframeproblemsthey encounteredinpracticewithequity,ethics,andjusticetoseetheimpactoftheseproblems(andpastsolutions) onmarginalizedgroups(Freire,1996;Gooden&Dantley,2012;hooks,2014).2)Graduatesexpressedhowtheir learningshiftedinhowtheyviewtheirorganizationsandtheirleadershipabilities—nowapplyingtheselenses tobemoreinclusive,analytical,andimpactful,butsometimeshavingtodosoinverycovertways.3)Graduates alsoindicatedtheirroleasscholarlypractitionersmeanttheynowhadtheresponsibilitytoeducatemembers oftheirorganizationsonissuesofequity,ethics,andjustice,oftensharingrelevantscholarlyarticleswithcolleaguesandempoweringteamstogatherdataintheworkplace.

Signiﬁcance

Thisstudyprovidesguidanceforeducationalleadershipfacultywhoprepareeducationalleaderstoexamine theroleofequity,ethics,andsocialjusticeatatimewheremanyuniversities’schools/collegesofeducationin theUnitedStatesandacrosstheworldarefacingunprecedentedchallengestocurriculumandprogramsthat addressthesethemes.ThisstudymayinspireotherEdDprogrameducatorstolearnmoreabouttheirgraduates andtheimpactoftheirprogramsinpreparingscholarlypractitionersandindemonstratingtheimportanceof continuousimprovementinprogramstomeetthechangingchallengeseducationalleadersface.Finally,this studyinvitesfurtherinvestigationregardinghowtonavigatepoliticallyfraughtlandscapetoprovideeducators withtoolsnecessarytoensuretheyleadinPK-20throughanequitylens.

UnderstandingprincipaladaptiveleadershipinOman:the caseofintegratingartiﬁcialintelligence(AI)inpublicschools

Saturday,5thJuly-15:50:ParallelSession4(Shelley)-Theatre-AbstractID:38

Dr.WaheedHammad (CollegeofEducation,SultanQaboosUniversity),Dr.AlsaeedAlshamy(CollegeofEducation,Sultan QaboosUniversity),Prof.AishaAl-Harthi(CollegeofEducation,SultanQaboosUniversity)

ThegrowingpresenceofArtiﬁcialIntelligence(AI)ineducationraisesconcernsandchallengesforschoolleadership,particularlyintheArabregion,whereadaptingtoeducationalchangecanbemorecomplex.InOman, integratingtechnologyinschooleducationhasbeenakeythemeontheeducationalreformagendasincethe early1990s.However,implementationhasalwaysbeenhamperedbyobstacles,whichcanbeevenmorepronouncedwiththeintroductionofcutting-edgetechnologiessuchasAI.ThisstudyemploysHeifetzandLinsky’s (2009)adaptiveleadershiptheorytoexploretheperceptionsofschoolprincipalsregardingtheintegrationof AIinOmanischools,andhowtheyenvisiontheirleadershiproleinthisprocess.Adaptiveleadershipprovides arelevantframeworkwhenaddressingcomplexchallengesthatrequirechangesinbehavior,attitudes,and organizationalculture.Withinthisframework,thestudyexplainstheprocessofAIintegrationbyschoolprincipalsthroughfouraspectsofadaptiveleadership: identifyingadaptivechallenges, managingdistress, giving workbacktopeople,and protectingvoicesofleadershipfrombelow. Thus,thestudy’sresearchquestionsare:

1.HowdoschoolprincipalsinOmandistinguishbetweenthetechnicalandadaptivechallengesassociated withAIintegration?

2.Howdoschoolprincipalsintendtoregulatethestressandanxietythatmayariseamongteachersand studentsduringtheprocessofAIintegration?

3.Howdoschoolprincipalsperceivetheirroleinempoweringtheirschoolcommunitiesandmobilizing themtoaddresstheadaptivechallengesofAIintegration?

4.Whatareschoolprincipals’proposedstrategiestoprotectdiversevoices,includingthosewithdissenting perspectives,duringtheAIintegrationprocess?

Toanswerthesequestions,aqualitativeresearchdesignwasemployed.Datawerecollectedthroughindividual, semi-structuredinterviewswithapurposivesampleof15schoolprincipalsfromgovernmentschoolsinMuscat. Thecollecteddatawillbeanalyzedusingthematicanalysis.Theﬁndingswillbepresentedanddiscussedinlight ofexistingliterature.GiventhepaucityofthiskindofresearchintheArabregion,weenvisagethatourﬁndings willprovidevaluableinsightsandcontributetothislineofinquiry.

‘There’sarealmismatchbetweentheaccountabilityandthe autonomyandthedecisionmaking’:Headteacher perspectivesofschoolleadershipwithinaMulti-Academy

Trust(MAT

Saturday,5thJuly-16:05:ParallelSession4(Shelley)-Theatre-AbstractID:246

Dr.MarkGibson (OxfordBrookesUniversity),Dr.DeborahOuthwaite(TheLondonSchoolofEconomicsandPoliticalScience)

Thepaperwilldrawuponacurrentresearchprojectthatexplorestheschoolleadershipchallengeswithin Multi-AcademyTrusts(MATs)inEngland.AlthoughAcademySchools,state-fundedprivateschools,wereﬁrst createdatthebeginningofthiscentury,theirnumbersweresubstantiallyincreasedinthedecadefollowingthe newCoalitionGovernmentfrom2010.Schoolsbecameorganisedingroups,MATs,withnewgovernanceand leadershipstructures.

Furthertothis,newactors,suchasDfERegionalDirectors,haveemerged,andschoolsarefrequently‘rebrokered’andmovedfromoneMATtoanother.OncetheyhavejoinedaMAT,schoolsarenotfreetomove toanothernormovebacktoLocalAuthoritycontrol.

Thisresearchissmall-scale,qualitative,multiplecasestudy,usingsemi-structuredinterviews,withethicalapprovalfromaUKuniversity.Thesamplingwasamixtureofopportunisticandpurposive,withsnowballing usedtoincreasethesamplesize.TheprojectaimstoexploretherelationshipandleadershipchallengesofindividualschoolleaderswithinaMAT,addressingtheissuesatamicrolevel.Theobjecthereistoexplorethe decision-makingprocessandcontextfromtheperspectiveoftheseacademyschoolleaders.Therewasasingle, overarching,ResearchQuestionofWhataretheleadershipandmanagementchallengesofworkingwithina MAT?

SomeearlyinitialfindingsoftheprojectwerereporteduponattheBELMASconferencein2024,thedatacollationisongoingandwillbecompletebyJuly2025,whenwecanofferourfinalfindings.

EarlydataindicatesongoingproblemswithschoolandMATleaderrelationships.Somecasesfoundthenature oftheMATchangedovertimeasitbecamemoreautocraticandlesscollaborative.Individualschoolautonomy wasakeyissuewithsomeMATscontrollingindividualschoolﬁnancesandhencedecisionsoversuchareasas staﬃngandtrainingandpolicydevelopment.Afurtherissuewasthatofaccountability.Schoolheadteachers wereconcernedthattheMATwasmakingdecisionsforwhichtheindividualheadteacherswouldbeaccountablefortosuchexternalagenciesliketheinspectionserviceOfsted,nottheMAT.

Thepresentdataappearstocomplimentearlierresearchbytheauthorsandothersbutoffersfurtherinsight intotheroleoftheDfERegionalDirector.

ParallelSession4

WritingandUtilizingJCELCasestoDevelopTransformational Leaders

Saturday,5thJuly-15:20:ParallelSession4(Tennyson)-Theatre-AbstractID:251

Dr.NathernOkilwa (BaylorUniversity),Dr.CurtisBrewer (UniversityofTexasatSanAntonio),Dr.JoJimerson (Texas ChristianUniversity)

TheJournalofCasesinEducationalLeadership (JCEL)publishes,inelectronicformat,peer-reviewedpedagogical casesappropriateforuseineducationalleadershippreparationprogramsacrosstheglobe(seeJCELwebsite). TheUniversityCouncilforEducationAdministration(UCEA)sponsorsthisjournal,buildingonalongtradition ofongoingeffortstoimprovethepreparationandpracticeofeducationalleadership.Thejournal’seditorial teamseeksawiderangeofcasesthatfocusontimelyand/orenduringissuesgermanetoeducationalleadership preparationparticularlygiventhecurrentturbulentsociopoliticalandsocioeconomictimesaroundtheglobe. OneofourcurrentgoalsistoincreasethesubmissionofJCELcasesfrominternationalscholars.Webelievea sessionatthe2025BElMASconferencewillbeinstrumentalinallowingtheco-editorsofthejournaltoexpand ourinternationalscope.

Thepurposeofthissessionistwofold:familiarizesessionparticipantswithJCELcasesandhowtheycanbeutilizedinpreparationanddevelopmentofschoolleaders;andshareguidelinesforpotentialauthorswiththegoal ofhavingmoreinternationalscholarssubmitcasesforconsiderationforpublicationintheJCEL.Thesession willincludetheJCELco-editorswhohaveledtheeditorialmissionofthejournalforthepast5years.Weare motivatedbyscholarshipthatsuggeststhereisbeneﬁtinteachingwithcasestudies.Thatis,casesgiveaspiring schoolleadersopportunitiestoactivelygrapplewiththe‘wickedproblems’ofpractice(Clarke,2016;Jordan, Kleinsasser,&Roe,2014;Peters,2017)ineducation.Sucheffortswillhelpaspiringleaderstodeveloptheir skillsin:problemsolving,analysis,decisionmakingincomplexsituations,andcopingwithambiguities(Dunne &Brooks,2004).DevelopingtheseskillsiscongruentwiththestructureembeddedinJCELcasesaroundthefour coreelementsofagoodcase:context,complexity,ambiguity,andrelevance(Fossey&Crow,2011).Duringthe session,thepresenterswillhighlightwaystousecasesinuniversitycoursesaswellasin-serviceprofessional developmentandwillprovideauthorguidelinestosuccessfullysubmittheirowncasestothejournal.

References

Clarke,S.(2016).Schoolleadershipinturbulenttimesandthevalueofnegativecapability. ProfessionalDevelopmentinEducation,42(1),5-18. Dunne,D.&Brooks,K.(2004). Teachingwithcases.Halifax,CA:Guelph,Ont. Fossey,R.&Crow,G.M.(2011).Theelementsofagoodcase. JournalofCasesinEducationLeadership,14(3), 4-10.

Jordan,M.E.,Kleinsasser,R.C.&Roe,M.F.(2014).Wickedproblems:Inescapablewickedity. JournalofEducationforTeaching,40(4),415-430.DOI:10.1080/02607476.2014.929381

EquityinPromotion:ASystematicReviewofDiversity ChallengesinEducationalLeadership

Saturday,5thJuly-15:35:ParallelSession4(Tennyson)-Theatre-AbstractID:32

Mr.RobertHannan (UniversityofLimerick),Dr.NiamhLafferty(UniversityofLimerick),Prof.PatriciaMannix-McNamara (UniversityofLimerick)

Thispaperpresentsasystematicliteraturereviewexploringdiversityinpromotionalpracticeswithineducationalinstitutionsatbothprimaryandpost-primarylevel,focusingonbarriersfacedbyvariousdemographic groupsaspiringtotheroleofschoolprincipalglobally.Analysingpeer-reviewedstudiesfrom2015to2024,this reviewidentifiessystemicchallengesthataffectpromotionalopportunitiesforcandidatesbasedongender, race,age,andrelateddiversityfactors.Thefindingshighlightpersistentinequitiesinhiringpracticesdespite someimprovementsindiversityinitiatives,underscoringthecomplexinterplaybetweenpersonalattributes, culturalexpectations,andstructuralbiasesthathinderunderrepresentedgroupsacrosstheglobe. Thereviewexamineseducationalcontextsacrossdiversesettings,includingtheUnitedStates,Ireland,Australia,Indonesia,andEthiopia,revealingthatgenderdisparitiesremainpronounced,especiallyforwomen balancingfamilialresponsibilities.Additionally,racialandethnicminorities,particularlyincontextswhere educationalleadershiprolesaretraditionallyhomogenous,facebarriersrootedinimplicitbiasesandlimited accesstosupportivenetworks.Womenofcolour,inparticular,facea“double-jeopardy”whenitcomestoapplyingforprincipalshiproles.Arecurringthemeof“person-organisationfit”emerges,raisingconcernsabout thefairnessofpromotionalprocessesthatfavourculturalconformityoverdiversecompetencies.

Methodologically,thisreviewutilisedthePRISMAframeworktoensuretransparencyandrigourinidentifyingrelevantstudies.ThesearchstrategyemployedBooleanoperatorsandreﬁnedsearchterms.Thereview’s frameworkincorporatesinﬂuentialconceptsfromworkforcediversityandorganisationalperformanceliterature,highlightingleadershipexpertiseanddiversitybeliefsascriticalfactorsinfosteringequitablepromotional practices.

Thepaperconcludesbyadvocatingformoreinclusiveandtransparentpromotionalprocessesthatrecognisediversecompetenciesandmitigatebias.Italsorecommendspolicyreformsthatintegratestructuredmentorship anddiversity-focusedleadershipdevelopmentinitiativestofacilitateequitablecareerprogressionforunderrepresentedgroupsineducationalleadershiproles.Thisstudycontributestotheongoingdiscourseonachievingdiversityandinclusionineducationalleadershipandunderscorestheimportanceofaligningpromotional practiceswithbroaderdiversityandequitygoals.

AreEducationalLeadersReadyfortheAIRevolution?

ExploringAILiteracy’sRoleinShapingLeadership,Policy, andInnovation

Saturday,5thJuly-15:50:ParallelSession4(Tennyson)-Theatre-AbstractID:167

Dr.AlaaMohasseb (UniversityofPortsmouth)

TheintegrationofArtiﬁcialIntelligence(AI)inhighereducationistransformingleadershipindecision-making, policydevelopment,andinnovation.Thisexploratoryresearchhighlightstheneedforeducationalleadersto haveAIliteracythatgoesbeyondtechnicalskillstoincludeethicalawarenessandunderstandingAI’spotential impact.LeadersproﬁcientinAIcanbetterdriveinnovationandmanageethicalchallenges.Usingmixedmethods,thisstudyexaminescurrentAIliteracylevelsamonghighereducationleadersanditslinktoleadership effectiveness.

ResultsshowthatAIengagementvaries,influencedbyinstitutionalculture,andunderscoretheimportanceof equippingleaderswithAIskillsforinformed,data-drivendecisions.ThestudyidentifiesbarrierstoAIliteracy andstressestheneedforprofessionaldevelopmentandinstitutionalsupport.Thefindingsopenthedoorfor furtherresearchintotargetedstrategiesandlong-termimpactsofAIliteracyoneducationalleadership,policy, andinnovation.Additionally,theresearchoffersstrategiestohelppolicymakersandeducationalleadersadapt toanAI-drivenfuturewithconfidenceandforesight.

Danglingintheglimmerofhope:AcademicactiononTruth andReconciliation

Saturday,5thJuly-16:05:ParallelSession4(Tennyson)-Theatre-AbstractID:12

Dr.VictoriaHandford (ThompsonRiversUniversity)

ThedevastatingeffectsofcolonizationforIndigenouspeoplearepartofCanada’sstory,pastandpresent.The inaccuracyofthehistoriesastoldbycolonizershavecausedharm,bothtothesettlerpopulationwhowere notproperlyeducatedinrelationtoCanada’shistory,andtotheIndigenouspopulationswhowereharmedby thecallousnessandindifferencetheseversionsofhistoryrepresented.TheexperiencesofCanada’sIndigenous populations,particularlyinrelationtoresidentialschooling,resultedinintergenerationaltraumaandlosses ofidentityandlanguage.The94CallstoActionoftheTruthandReconciliationCommission(2015)providean accountingofspeciﬁcactionsCanadiansneedtotaketodemonstratereconciliatoryintent.Productivewaysof livingtogetherandinpartnershipwiththeIndigenouspopulationscanandmustbethefutureforCanada. Acommoncriticismheardis‘thosethatshouldandmustknowbetterfailtoactinwaysthatfosterchange–or evenrecognitionoftheirpartintheperpetuationofdamage’.Actionispersonal.Andallmustact.Changecontinuestofalter.ThispresentationwillshareonewayouruniversityfacultyhaveworkedtogetherwithIndigenouscolleaguesandneighbourstodemonstrateourengagementandgrowingunderstandingoftheneedsfor change.WhilewedidnotknowthatJusticeMurraySinclairwouldidentifyourapproachastheapproachCanadiansneedtotake,thisiswhathasoccurred(Sinclair,2023,26:30).Thispresentationhighlightstheprocesses followedandthepublishedaction-academicandcreativewritingbasedonconversationanddetail-checking withIndigenouscolleaguesandcommunityElders,whoidentiﬁed,inthewordsofElderMikeArnhouse,“Please don’tletthisstophere”.Andwedidn’t.Thismodelsonewayforwardthathasevidenceofmakingadifference. Gottfriedson,G.,&Handford,V.(eds).(2024). Danglingintheglimmerofhope:AcademicactionandtheTRC CallstoAction. UniversityofOttawaPress. Sinclair,M.(2023). HonourtoSenatorMurraySinclair.NationalFilmBoardofCanada. https://www.youtube.com/watch?v=F70t2mTwyEE

TruthandReconciliationCommissionofCanada:CallstoAction (2015).TruthandReconciliationCommissionof Canada.

ParallelSession4

Collaborativeleadershipofteachersfortherevitalizationof students’careerlearninginvirtualscenariosinspecial schools

Saturday,5thJuly-15:20:ParallelSession4(Wordsworth)-Theatre-AbstractID:139

Dr.ElsonSzeto (TheEducationUniversityofHongKong)

Teacherleadersofcareereducationhavefacedvariouschallengesduetotheturbulentcrisesthatemergedin differentsocietiesoverthepast5years.Thesechallengesmaycontinuetonegativelyaffectprofessionalteachingpracticesforstudents’learningdevelopmentindifferentschools.Developmentofrelatedcareerlearning seemstobeschool-basedprofessionalpracticesbasedonrelatedpoliciesofaneducationsystem.Particularly, thecareerlearningdevelopmentsofstudentsinspecialschoolsformildintellectualdisability(MID)plusother specialeducationalneedsanddisabilitieshavebeenconcernedseriouslyintheperspectiveofteacherleadershipforequity,diversity,andsocialjustice.Teacherleadersnotonlydevelopthecareerlearningofevery studentwithMIDatthebeginningof12-yearschooling,butalsoengage,revitalize,andsupporttheminexploringcareerinterestsandpathwaysbeyondsecondaryschooling.AlthoughtherelatedK-12curriculumunexpectedlychangedduetothecontinuingcrisis,teacherleadersneedtofocusonpotentialreformoftheir professionalpracticesforrevitalizationofyoungsecondaryschoolstudents’careerlearningandexploration inspecialschools.However,itisexpectedthatsecondarystudents’careerexplorationandlearningcanberevitalizedwiththeuseofappropriatetechnologiesinschoolsatthetimesofdifferentcrises.Thekeyquestion is:Canteacherleaderscollaboratetoreformprofessionalpracticeforqualityrevitalizationofstudents’career educationacrossspecialschoolsinsteadofindividually?Toexploretheanswertothisquestion,apilotcase studyofaspecialschoolforMID(SchoolA)incollaborationwithninespecialschoolsintheHongKongeducationsystemhasbeenconductedsince2020.Thecollaborationdemonstratesexperientialcareerlearningof cookingsafetyinthevirtual-realitykitchenofarestaurantasamodeofreformingprofessionalpracticesfor careereducationthroughthetechnologies.Thisreformisbasedoncross-schoolteacherleaders’collaboration. Theteachersweretoplan,design,anddevelopimmersivescenariosofexperientialcareerlearningandexplorationforstudentsinacaveautomaticvirtualenvironment(CAVE).Tenstudents(n =10;S1toS10)fromSchool Ajoinedthepilotstudyasacareer-basedjourney.Thecollecteddataincludedthestudents’responsestothe careerlearninganddevelopmentintheCAVE,andtheteacherleader’sreflectiononthereformofinstructional designacrosstheinstitutions.Thefindingsshowthattheteacherleader’scollaborationwithotherteacherleadersformulatedacommoninstructionaldesignofcareerlearningthroughvirtual-realityscenariosintheCAVE. Thisisthefocusofthecollaborationtorevitalizethestudents’positivecareerexperiencesforfurtherthoughts oftheircareerpathwaysafterschooling.OtherthanS1,S3,andS5,theremainingsevenstudentsareexpected topossiblyconsidertheircareergoals,explorepotentialcareeropportunities,andplanpotentialcareerpathways.Theparticipatingstudentsreflectedontheirgoodexperienceofinspiringcareerinterestsandpathways throughthevirtual-realityscenariosofcookingsafetyintheCAVE.

MappingExecutiveLeadershipinanEnglishMulti-Academy Trust:Fromconﬁgurationstoﬂows

Saturday,5thJuly-15:35:ParallelSession4(Wordsworth)-Theatre-AbstractID:296

Dr.MikeCollins (UniversityofNottingham)

LeadershipofgroupsofschoolshasbecomecommonplaceinEnglandwiththegrowthofvarioustypesofmultischoolarrangementsand,particularly,multi-academytrusts(MATs).Rolesassociatedwithleadershipinsuch groupingsarefrequentlyreferredtoasexecutiveleadership,buttherecontinuestobelittleconsistencyinhow thetermisused.Thereisalsorelativelylittleresearchintothepracticeofleadershipinsuchcontextsand therelevanceofconceptualisationsofschoolleadershiparelargelyuntested.Thisisasigniﬁcantgapinthe educationalleadershipresearchliteratureasMATscontinuetobeanimportantfeatureinthecomplexand fragmentedEnglishschoolsystem.

ThispaperaimstopresentaninvestigationintothenatureofexecutiveleadershipinaMAT,applyingaconceptualisationofleadershipthatbuildsonestablishedschoolleadershipliterature,andtousetheresultsand analysisasthebasisofadiscussionofthenatureofleadershipinthiscontext.

ThepaperdrawsonempiricalworkwhichwaspartofasingleembeddedcasestudyofaMATinvestigating howtheprincipalexecutiveleadersoughttobringabouteducationalimprovementintheschoolsforwhich thetrustwasresponsible.Thepaperusesakeyelementofthecasestudy,anexplorationofthepatternsof leadershiprelationshipsthatemergedintheMAT,toanalyseanddevelopsomepotentialconceptualtoolsfor thinkingaboutexecutiveleadership.

Theconceptualisationofleadershipisinformedbyrecognisingthecomplexnatureoforganisationsgenerally, andinthenoveleducationalformsthathaveemergedinrecenttimesinparticular.Leadershipisunderstood asinﬂuence,andarelationalviewofitsnatureisadopted.

Wheninvestigatingexecutiveleadershipinatrust,thefocusisthusonthepatternsofrelationshipsbeyondindividualschoolsandonthesubstanceofthoserelationships.Thepaperpresentsthedesignoftheinvestigation whichinvolvedidentifyingthekeygroupofleadersinthetrustinaninterviewwiththeprincipalexecutive leader,theChiefExecutiveOﬃcer(CEO),andtheninterviewingthoseleadersandmappingtheirperceptionsof therelationshipswithinthatgroup.Theresultingnetworks,knownascognitivesocialstructuresarepresented alongsidequalitativedatafromtheinterviews.

TheanalysisoftheresultsexempliﬁeswhatPeterGronndescribedashybridleadershipconﬁgurations.Furthercombiningthenetworkanalysiswithqualitativedataleadstoadiscussionofthelimitationsofthenotion ofhybridleadership.Inconclusion,someconceptualtoolsareproposedwithwhichtocapturethedynamic complexityofleadershipinaMAT.

CulturalAlignmentinLeadership:AdvancingEducational ReformsThroughCommunityPartnerships

Saturday,5thJuly-15:50:ParallelSession4(Wordsworth)-Theatre-AbstractID:280

Dr.SusanDavis (UniversityofNorthCarolinaatChapelHill)

Objectives:Interconnectedsystemsshapehumandevelopment,includingfamily,school,andcommunity.However,mistrustandlimitedcollaborationoftenhindertheformationofeffectiveFamily,School,andCommunity Partnerships(FSCPs),essentialforaddressingstudents’well-being(Ishimaru,2020).Studentsarenotonepersoninschool,anotherathome,andanotherintheircommunity.Theybringalltheirknowledgefromvarious contexts(Ishimaru,2020).Itiscriticaltoseekvarioussupportsandcollaborationsthatenhanceschoolsuccess forstudents.Fartoooften,schoolsworkinsilostosupporttheeducationofstudents(Smithetal.,2020).This studyexaminesthedynamicsofFSCPs,howleadershippractices,partnershipdynamics,andculturalalignment inﬂuenceeducationalinnovations’success,sustainability,andscalabilitythroughacasestudyoftheimplementationofamindfulness-basedprogramattheWesternSchoolDistrict(WSD)asastrategyforfosteringstudents’ socialandemotionalwell-being.Thestudyexaminestwokeyresearchquestions:(1)HowareleadershippracticeswithinFSCPsimplementedtosupportmindfulness-basedprogramsindiverseeducationalsettings?and (2)Howdotheseleadershippracticescontributetosustainablecommunityengagementandcollaborationin educationalinnovations?

Methods:Usingacase-studyapproach,thisresearchwasconductedinasuburbancountycharacterizedby socioeconomicandreligioushomogeneity.Datawerecollectedthrough14semi-structuredandunstructured interviewswithschoolleaders,educators,andcommunitymembers,alongsideobservations,communitydocuments,andparenttoolkits.Thematicanalysis,guidedbyframeworkssuchasEpstein’sSixTypesofInvolvement (2011)andtheCommunitiesThatCare(CTC)model,identiﬁedkeythemes,includingtrust-building,collaboration,culturalcompetence,communication,leadership,andresourceallocation.Theanalysisalsoexplored challengesinimplementation,suchasresourcelimitationsandculturaltensions,andthestrategiesemployed tonavigatethem.

Findings:Theﬁndingsresultedinthreecorethemes:(a)theroleofleadershipandpartnershipdynamicsinfosteringtrust,(b)promotingcollaboration,and(c)aligningeducationalinitiativeswithcommunityvalues.Leadersdemonstratedresponsivenessbyaddressingcommunity-speciﬁcneeds,maintainingopencommunication, andbuildingresource-sharingstructures.LocalCTCcoalitionsfacilitatedequitableparticipation,including marginalizedvoicesandfosteringasenseofsharedownership.Theprogram’sculturalalignmentenhanced communityacceptance,particularlyitsincorporationofvalueslikefaithandservice.Championswithinthe communitydrovegrassrootsadvocacy,supportingtheprogram’sscalabilityandsustainability.Leaderseffectivelyaddressedchallengessuchasculturaltensionsandlimitedresourcesbyemployingcollaborativeproblemsolvingandadaptivestrategies.

Conclusions:Thisstudyemphasizestheimportanceofculturallyalignedleadershippracticesandthecritical roleleadershipplaysinfosteringtrust,engagingdiversestakeholders,andprioritizingculturalcompetence.As such,FSCPscancreatesustainableandinclusiveecosystemsforeducationalinnovation.Theseﬁndingsalign withBELMAS’sthemeforthisyear,whichfocuseson“turbulence,reform,anddevelopmentineducational leadership,management,andadministration,”asitoffersinsightsintohowpartnership-drivenapproaches canaddresscomplexchallengesindiverseeducationalcontexts.

AScopingReviewofFollowershipResearchinCompulsory SchoolingContexts

Saturday,5thJuly-16:05:ParallelSession4(Wordsworth)-Theatre-AbstractID:215

Dr.NicolaasBlom

(UniversityofLimerick),Prof.DeniseMifsud(UniversityofBath)

Theconceptoffollowershiphasbeenignoredinresearchonleadership,particularlywithinthestructuredand hierarchicalenvironmentsofcompulsoryschooling.Thisscopingreviewseekstomaptheexistingliteratureon followership,offeringinsightsintoitsimplicationsforeducationalleadership.EmployingArkseyandO’Malley’s frameworkforscopingreviewsandguidedbythePRISMAmethodology,61peer-reviewedarticlespublished between1984and2023weresystematicallyanalysed.Thereviewidentiﬁesdominanttheoreticalorientations, researchmethodologies,andthematictrendswithintheﬁeld.

Findingsrevealthatfollowershipresearchineducationremainslargelyentity-based,emphasizingformalroles andtypologies,withlimitedexplorationofrelationalandsocio-constructivistperspectives.Empiricalstudies frequentlyfocusonquantitativeapproaches,correlationaldesigns,andteacherpopulations,withunderrepresentationofmiddleleaders.Ourthematicanalysishighlightskeyareasoffollowershipresearch,includingits characteristics,interactionwithleadershipapproaches,anditsimpactonorganisationalcultureandoutcomes. However,researchgapspersist,particularlyregardingcross-culturalcontexts,intervention-baseddevelopment offollowershipcapacities,andqualitativeexplorationsofleader-followerdynamics.Thisreviewcontributesto thegrowingrecognitionoffollowershipasanintegral,yetunderexplored,dimensionofleadership,providing afoundationforadvancingboththeoryandpracticeinthisarea.

ParallelSession5

Educationalleadershipandschoolinspectionamid turbulence:anexaminationofschoolleadersincoastalareas ofdeprivation.

Saturday,5thJuly-16:55:ParallelSession5(RenaissanceSuite)-Theatre-AbstractID:268

Dr.AlyColman (UniversityCollegeLondon)

InspectionpracticesundertakenbyOfsted(theprincipalschoolinspectionsysteminEngland)havebeen throughrecentandrapidperiodsofchange.Thiscreatesthepotentialforuncertaintyinschools,especially giventhatschoolinspectionsinEnglandare‘highstakes’.Educationalleadersarerequiredtoseamlesslyshift theirdailypracticesinschoolstoalignwithinspectiondocumentsandotherrelevantpolicytexts.Publicinterest hasbeenheightenedfollowingthetragiceventofJanuary2023whenHeadTeacher,RuthPerrytookherown lifefollowinganOfstedinspectionoutcome.Recentshiftsininspectionhavethereforebeennecessary,with somechangesalreadyinplace.Theseincludetheremovalofone-wordjudgementsforschoolsalongsideother signiﬁcantrevisions.Furtherreform,however,isplannedforSeptember2025andincludesanewre-worked EducationInspectionFramework.Whilechangestoinspectionweremuchneeded,thisresearchexaminesthe waysinwhichinstabilityanduncertaintyaboutschoolinspectionimpactstheworkofeducationalleaders. Here,awideviewofeducationalleadershipistakentoincludeallstaffwithintheschoolwhohavealeadership responsibility,regardlessoflevelofseniority.

Newdataiscollectedthroughsemi-structuredinterviewswithsixteenprimaryandsecondaryschoolleadersin twoEnglishcoastalareasofdeprivation.Coastalcontextspresentarangeofchallengesincludinghighunemployment,poorhealth,belowaveragelevelsofacademicattainmentexacerbatedthroughinter-generationality andschoolsoftenstrugglewithteacherandleadershiprecruitmentandretentionissues.Usingadetailed multiple-casestudytoexaminethesespeciﬁcfeaturesofcoastalareas,thedatademonstrateshowschoolleadersenactpolicyinresponsetoshiftingarrangementsforschoolinspection.Analysisincludesperceptionsof leadersonpracticeswhichadaptovertimeinresponsetoshiftsinschoolinspectionandthetensionsthatexist betweenpolicyenactmentandcontext.Drawingontheanalysisofcurrentleadershippractices,recommendationsforleadingatatimeofreformareshared.

TheturbulentlandscapeforeducationalleadershipisunderstoodusingtheorydrawnfromaFoucauldianperspectiveandcontributestotheemergingareaofliteraturewhichconsidersthepost-panopticinthecontextof high-stakesinspections.WhiletheresearchislocatedwithinEnglishcoastaltowns,theﬁndingswillbeusefulfor leadersandpolicymakersinothercontextualenvironmentsincludingthoseinurban,ruralandinternational settings.

ThePoliticsofPlace-basedSchoolPartnerships

Saturday,5thJuly-17:10:ParallelSession5(RenaissanceSuite)-Theatre-AbstractID:20

Dr.BeeHughes (UniversityofManchester)

Theproliferationofplace-basedschoolpartnershipshasbeenakeyfeatureintheEnglishEducationsystem foroverthirtyyears.IncubatedprimarilyintheExcellenceinCitiesandEducationActionZones(formedin 1998),andtheCityChallengeinitiativesinLondon(2003-2008),subsequentlyintroducedintheMidlandsand GreaterManchesterfrom2008-2011,theprimaryfocuswasreducingthenumberofunderperformingschools, andincreasingeducationaloutcomesfordisadvantagedpupils.ThepremisewascentredonaddressingeducationalissuesatthelocalarealevelwhereLocalAuthoritiesandschoolscouldworktogethertoachievethese aims.Theincreasedimportanceplacedonschoolleadersatthetimethroughthedevelopmentofleadership programmesdeliveredbytheNationalCollegeofSchoolLeadershipandtherelevanceandimportanceplaced onsystemleadershiprolessuchasNationalLeadersandLocalofEducation(NLEandLLE’s)wereseenasimportantfactorsincontributingtothesuccessoftheseprogrammes.TheCityChallengeprojectwasgenerally regardedassuccessfulinitsinitialaims,(Hutchinset2012).

ThecurrenteducationlandscapeinEnglandissomewhatdifferenthowever,withthedisintermediationoflocalauthoritiesandtheacademisationprojectwhichhasresultedintheeducationsystembeingdescribedas ‘fragmented’withoverseventydifferenttypesofschoolsoperating(andoftentimescompetingwitheachother) inEngland,(Courtney2015).Theschoolimprovementagendaislocatedinacomplexsetofstakeholdersoperatingwithinandacrossthesystem.Theabsenceofsigniﬁcanteducationpolicyfrom2016-2024underthe Conservativegovernment,hasenabledadiversearrayofpartnershipsoperatingatthelocallevelcomprising LocalAuthorityrepresentatives,schoolleaders,CEOsofMATsandotherstakeholders.Theseareoftenreferred toasarea-basedpartnerships.Theaimofthispaperistoexaminethepoliticsofthesepartnershipswhichﬁll theliminalspacebetweenthestateandlocaleducationproviders.InsodoingitanalysesempiricaldatagatheredfromtheAreaBasedPartnershipProject(2021-2023)topresentinsightsintohowthesepartnershipsare formed,theircompositionandthepoliticsbehindthem.InsodoingIutiliseArendtianthinkingtocritically explainthatsuchpartnershipsareinherentlyrevolutionaryandpolitical.

Arendt(2016)offersinsightfulthinkingonrevolutionwhereshepositsthatrevolutionitselfisaboutfreedom andliberation.ForArendtsuchfreedomencompassesself-government,whereoftenrevolutionsbeginsomethingnew,requiringanewkindofleadership.Shearguesforareconstitutionofpower,arestorationor‘revealing’somethingbacktoa‘re-establishedpast.’Inanalysingtheconstitutionandpracticesofarea-based partnershipsIilluminetherevolutionarypoliticsinvolvedinre-establishingapast,throughdisruptingpresent structuressuchasMATsandthuscreatingnewwaysofworkinginsupportingschoolimprovement.Iargue thatthesearea-basedpartnershipsarepoliticallycomplex,arechallengedbycompetingdemandsbutcanhave asigniﬁcantinﬂuenceoncreatingalocallyconstitutedself-improvingschoolsystem.

Arendt,H.(2016) OnRevolution.London:Faber.

Courtney,S.J.,2015.MappingschooltypesinEngland. OxfordReviewofEducation, 41(6),pp.799-818

SwedishSchoolprincipalscontradictoryclasslocation–Expandingthetheoreticalunderstandingofsocialpressure onschoolleaders

Saturday,5thJuly-17:25:ParallelSession5(RenaissanceSuite)-Theatre-AbstractID:272

Dr.MagnusLarsson (CentreforPrincipalDevelopment,DepartmentofPoliticalScience,UmeåUniversity)

Thispaperseekstofurthertheresearchonsocialpressureonschoolprincipalsandexpandhowitcanbetheoreticallyappraised.Thesocialpressureputuponprincipalstodayisincreasinglyapparent.Muchefforthas beenputintoresearchingsocialpressureonschoolprincipalsincludinghowexpectationsaffectsocialpressure(Leo,2015)andhowthegovernancesystemandeducationalreformscanaffectthesocialpressureplaced onschoolprincipals(Ärlestig&Leo,2023).Lessattentionhasbeenplacedonhowschoolprincipalsperceive socialpressureanditsrelationtothierclassposition,aquestionthatisinterlinkedwithreformanddevelopmentoftheprincipalprofession.ThisiseventhoughtheprincipalprofessioninSwedenandinmanyother countrieshavemovedfromapositionofateacherwithadministrativetasks(theﬁrstamongequals)toschool managersaccountableforstaff,resourcesandothermanagerialtasks(Jarletal,2012)effectivelyrearranging theclasspositionofschoolprincipals.InthispaperIarguethatthishistoricalshifthasplacedschoolprincipalsinacontradictoryclasslocation.FollowingErikOlinWrightsargument,thatcertainoccupationsoccupy “contradictory”positionswithinclassrelationsbecausetheysharecharacteristicswithboththedominantand subordinateclasses,thepapersetsouttoexplorehowschoolprincipals’perceptionofsocialpressurecanbe understoodthroughtheircontradictoryclasslocation.

Giventhisbackground,theresearchquestionposedinthispaperis: HowcanSwedishschoolprincipals’perceptionofsocialpressurebeunderstoodthroughthetheoryofcontradictoryclasslocation?

Theempiricalpartofthepaperemanatesfromaresearchprojectfocusedonhowprincipals’perceivecontroversialissuesinturbulenttimes.Controversialissuesincludesubjectsthataredifficulttomanageandinclude aspectsofsocialpressureandisthereforeusefulforexploringschoolprincipalsunderstandingofsocialpressure.Thestudybuildson26in-depthinterviewswithSwedishprincipalswheretheywereaskedwhattheyfind controversialintheirroleasaprincipal.Theprincipalsincludedinthestudywascollectedwithaheterogenous sampleapproachinmind(Ritchieetal.,2014).Thisprocessstartedbyidentifyingcentralcategoriesofprincipalssoastoensurethatthesampleincludedrespondentsindifferentcontextsandwithdifferentunderlying factors.Thecategoriesweidentifiedweregender,differenteducationallevels,city/countryside,schoolswith differenteducationaloutcomes,andexperiencedandnewprincipals.

Tentativeresultsshowthathowprincipalsperceivesocialpressurecantosignificantextentbeunderstood throughtheircontradictoryclasslocation.Inmanyinstancestheprincipalsperceivedtypicalmanagerialtasks suchasmanagingstafforhandlingresourcesascontroversialandinextensionincreasingsocialpressure.Furthermore,navigatingbetweenallegianceswithteachersononehandandthelocaladministrationboardonthe otherisperceivedtoincreasesocialpressure.Thesefindingswereinterpretedasexamplesofhowtheinherent contradictoryclasslocationoftheschoolprincipalprofessionamplifysocialpressure.Thesefindingsamount topotentialnewavenuesforfurtherresearchregardingschoolprincipalsandsocialpressure.

SeismicshiftsinEnglishstatefundedCatholicEducation:Can headteachersexerciseleadershipastheirautonomy diminishesorhavetheybecomemanagers?

Saturday,5thJuly-17:40:ParallelSession5(RenaissanceSuite)-Theatre-AbstractID:221

Dr.MaryMihovilovic (StMary’sUniversity)

ThispaperexplorestherecentchangesintheorganisationofEnglishstatefundedCatholicschool,wherebyindividualschoolshavejoinedMultiAcademyTrustsledbyChiefExecutiveOfficersinthecontextofagovernment agendathatallstatefundedschoolswilljoinMATsby2030andthediminishingpowersoflocalauthorities.A documentaryanalysisofCatholicMultiAcademy(CMAT)policiesandaqualitativestudyoftheperspectivesof headteacherssuggestthatthisseismicsystemicchangeoffersbothopportunitiesandchallenges,albeitinatime ofturbulence.Careerprogression,teacherrecruitmentandretention,curriculumleadershipandeconomies ofscalearesomeoftheopportunitiesidentified,whilsttheimpactontheidentityoftheindividualschool,a lossoffinancialindependenceandthetrainingofDirectorsareseenaschallenges.Iarguethatthisisapointof inflectiongreaterthananychangeorchallengetothesystemsincethe1944EducationActandassuchwarrants extensiveresearchtoenableleadersandBoardstobestservetheirpupilsandstudents.

ParallelSession5

TheaccidentalCEO–astudyoffoundingCEOsin Multi-AcademyTrusts

Saturday,5thJuly-16:55:ParallelSession5(Noblesse)-Theatre-AbstractID:128

Ms.EleanorBernardes (UniversityofNottingham)

ThepaceofchangeintheEnglisheducationsystemoverthelasttwentyyearshasledtothecreationofawholly newtypeoforganisationalstructureforschoolleadership–themultiacademytrust(MAT).TheseMATshave formedinamyriadofdifferentways,throughseveralwavesoftheAcademiesProgramme,eachunderpinned bydifferingideologicalassumptions.

Thisisasigniﬁcantnewrole,andonethathasemergedorganicallyandunplanned.Situatedinthe‘GovernanceandPolicy’strand,thispaperwilluseatheoreticallensof‘sensemaking’and‘sensegiving’toexplore theprofessionalbackgroundandpersonaldriversanddispositionsofsixMultiAcademyTrustfoundingCEOs, withafocusonboththebreadthoftheirexperiencesbeforefoundingtheirMATsalongsidetheirreﬂectionson howtheyinteractedwiththepolicyenvironmentofthetime,andnavigatedtheirwaythroughaperiodofgreat turbulence,reformanddevelopmentinthesector.

Thispaperwilldrawontheexistingliteraturesonmultiacademytrustpolicyandleadership,alongsidenew interviewandsurveydatatakenfrommywiderPhDstudyofexecutivefoundersuccessioninMATs.Thedata hasbeencollectedusingamixed-methodsresearchdesignandcomprisesofsemi-structuredsectorinformant interviews(withbothpolicymakersandMATFounders),anationalonlinequestionnaire,andsixin-depthcase studiesoffoundersuccessioneventsinMATsutilisingacomparativecasestudyapproach(CCS).Threeofthese casestudiescapturedhistoricalCEOsuccessionevents,whilethreewere‘live’(i.e.includingpre,duringand postinterviewswithfounderCEOs,successorCEOs,TrustChairsandkeyexecutivepersonnel).

Thisnewempiricaldatasupportspreviousresearchthathasfoundthatschoolleaderscreateand/orjoinMATs foravarietyofdifferentreasons,includingthosemotivatedbyentrepreneurialopportunities,andthosedriven byfearofbeing“gobbledup”bybiggerorganisations.However,thisresearchalsoshowsthatinthemajority ofthesixcasestudies,thedecisiontoformaMATcameastheresultofsituationalmotivationsdrivenbythe turbulenceofthepolicyenvironmentinwhichtheseleaderswereworking.Ashighlynetworkedindividuals withstrongreputationsforschoolleadership,theseleadersreflectedonfindingthemselvesbeinginformally nominatedbytheirheadteacherpeersfortheroleofAccountingOfficerbeforetherewasanyrealclarityon whattheroleinvolved,orindeedfindingthemselvestheonlypersonwillingtodoit.Inthiswaytheybecame ‘accidentalCEOs’.Thispaperwillexploretheimplicationsthishashadontheorganisationstheyhaveled,and thesectortheyhaveshaped.

Decentralisationofeducationalgovernanceandleadershipin Iceland:Implicationsforreformanddevelopment

Saturday,5thJuly-17:10:ParallelSession5(Noblesse)-Theatre-AbstractID:166

Dr.SigríðurMargrétSigurðardóttir (UniversityofAkureyri),Dr.RúnarSigþórsson (UniversityofAkureyri)

ThispaperexploresthedevelopmentofgovernanceandleadershipatthenationalandmunicipallevelsinIcelandfollowingthedecentralisationreformofcompulsoryeducationin1996.Thestudyisbasedongovernance andleadershiptheoriesandisinformedbyNewPublicManagement(NPM)perspectives.Itaimstoexamine hownationalauthoritieshavesupportedmunicipalitiesintheirnewrolesandhowmunicipalitieshavedevelopedleadershipcapacitiestofulﬁltheireducationalresponsibilities.Thepaperalsodrawsonleadership theoriestoanalysetheinterplaybetweenindividualandsystemiccapacityinnavigatingthesechanges. Theresearchemployedanembeddedcasestudydesigntoinvestigateeducationalgovernanceandleadership. Fourdistinctunitsofanalysisinformedthestudy:documentanalysisofnationalpoliciesandlegislation,a nationwidesurveyofmunicipalandschoolleaders,andin-depthcasestudiesofsevenmunicipalities.Data collectionincludedinterviewswithsuperintendents,departmentheads,andschoolprincipals,offeringinsights intoleadershippractices,policyenactment,andthechallengesofprovidingschoolsupportservices.Additional dataweregatheredthroughreviewsofmunicipalpolicydocumentsandwebsites.

Icelandicmunicipalitiesvarysignificantlyinsize,population,andresourcesandthefindingsrevealsignificant disparitiesinleadershipcapacityandgovernancepracticesamongthem.Whilesomelargermunicipalities havebeenabletobuildrobustgovernanceandleadershipstructures,someofthesmallerandmoreremote onesstrugglewithresourcelimitationsanddifficultiesinrecruitingskilledpersonnel.Therelianceonindividualleadersratherthansystemicleadershipcapacityhighlightsthesystem’svulnerability.Furthermore,limited supportandoversightfromnationalauthoritieshaveledtofragmentedgovernance,withmunicipalitiesvaryinggreatlyintheirabilitytoenactpoliciesandprovideequitableeducationalopportunities.

Thestudyunderscoresthateffectivedecentralisationrequiresmorethantransferringresponsibilities;itdemandscohesivenationalsupportandadeliberatefocusonbuildinglocalleadershipandgovernanceinfrastructures.Intheabsenceofsuchmeasures,decentralisationrisksamplifyingexistinginequalities.TheIcelandic casedemonstratestheimportanceofinvestinginhumanresourcedevelopmentandfosteringcollaborative governancemodelstoensureequityandsustainabilityindecentralisedsystems.

Thispaperengageswiththemesofgovernanceandpolicy,leadershipeffectivenessandimprovement,and leadershipdevelopment.Themethodologicalapproachfurthermoreprovidesinsightsintoeducationalleadershipandgovernanceresearch,emphasisingtheimportanceofcontextualisedstudiesinunderstandingthe dynamicsofdecentralisededucationsystems.ThepaperhighlightsthestrengthsandchallengesofIceland’s governanceandleadershipinthewakeofsignificantdecentralisationreformandoffersvaluableinsightsfor countriesundergoingsimilarsystemreform.Thefindingscontributetounderstandingthecomplexitiesofbalancinglocalautonomywithnationaloversightineducationalgovernance.Theyhavesignificantimplications forpolicymakers,suggestingthatdecentralisationshouldbeaccompaniedbyframeworksthatpromoteequity, coherence,andcapacitybuilding.

ExaminingChina’sPolicyResponsetoEducationInequality:A PolicyAnalysisoftheDoubleReductionPolicyinWestern China

Saturday,5thJuly-17:25:ParallelSession5(Noblesse)-Theatre-AbstractID:240

Ms.SinnieWu (TheUniversityofManchester)

EducationinequalityinChinahasbeenampliﬁedbytheriseofshadoweducation(privatetutoringfocusedon schoolacademicsubjects)andtheunevendistributionofqualityschoolresources.Inresponse,theChinesegovernmentintroducedtheDoubleReductionPolicy(DRP)toregulateshadoweducation,alleviateacademicburdensbothwithinandoutsideofschool,andpromoteequitableresourcedistribution.Whileexistingresearch hasexaminedthispolicy’sinﬂuencesonstudentwell-being,thetutoringindustrydownturn,andpotentialor practicalpolicychallengesfacingthereality,limitedresearchhassystematicallyexploreditsroleinaddressingeducationresourcedisparitiesacrossdifferentregionsinChinaanditsroleinaddressinghardissuesthat obstructsocialjusticeineducation.

ThisqualitativestudyinvestigatestheChinesegovernment’srationaleforaddressingeducationinequalitiesby examiningpolicydiscoursesandlocalgovernmentoﬃcials’perspectives.Itaddressesthefollowingresearch questions:i.HowdoestheChinesegovernmentconceptualiseeducationinequalityasreﬂectedintheDouble ReductionPolicy(DRP)documents?ii.HowhastheChinesegovernmentrespondedtoeducationinequality throughtheDRP?iii.HowdolocalgovernmentalpractitionersandschooleducationleadersinterprettheDRP andperceiveitspracticaleffectsoneducationinequality?

Aligningwithacriticalrealiststanding,thisstudyfocusesonaprovinceinWesternChinatoconductpolicy analysiswithinitswideranddomesticcontexts.DrawingonNancyFraser’stheoryofsocialjustice,thisstudy analyses40policydocumentsspanningthenationallevel,awesternprovincelevel,andthemunicipallevel withinthewesternprovince,alongwithsixinterviewswiththreelocaleducationoﬃcialsandthreeschool leadersfromthesameprovincetogaininsightsintohowpolicyrationalesareunderstoodandenactedinpractice.

PreliminaryfindingssuggestthattheDRP,asanaffirmativedistributiveremedy,seekstoreducerelianceon privatetutoringandnarrowdisparitiesineducationresourcesoutsideofschools;however,ithaslargelyoverlookedthefactofunevendistributionofqualityeducationresourcesduringpolicypracticeacrossregions.As aresult,familiescontinueseekingshadoweducation,therebyunderminingthepolicy’seffectivenessandgoal ofachievingeducationequity.Theresearchalsohighlightshowlocalgovernmentsnavigatenationaldirectives whileaddressingregionalrealities,revealingpotentialchallengesandcomplexitiesinpolicyenactment.Moreover,thestudyanticipatesidentifyingkeyattributesoftheChinesepolicyresponsetoeducationinequalities withinaneo-socialistcontextandreflectinggenericgovernancecharacteristicsinChina’seducationsystem. BycontextualizingthesefindingswithinChina’sneo-socialistcontext,thisresearchoffersadistinctEastern perspectiveongovernmentresponsestoeducationinequalitiesintensifiedbythemarketisationtrendduring therecentfourdecades.Further,itcontributestoglobaldiscussionsonpolicymaking,achievingequity,andthe intricateandinterestinginterplaybetweennationalpolicyframeworkandlocalpolicypractices.

PolicyGymnastics:policyvaluesandleadershipcontortions intheemergenceofMulti-AcademyTrusts

Saturday,5thJuly-17:40:ParallelSession5(Noblesse)-Theatre-AbstractID:95

Prof.TobyGreany (UniversityofNottingham),Ms.EleanorBernardes (UniversityofNottingham),Mrs.HelenAngell (UniversityofNottingham)

TheAcademiesActwaspassedin2010bythenewlyelectedConservative-ledCoalitionGovernment.Itmade provisionforLocalAuthority(LA)maintainedschoolsinEnglandtoconverttoacademies,whicharefunded andoverseenbynational(ratherthanlocal)government.14yearslater,thelandscapeistransformed:two infiveprimaryschoolsandfourinfivesecondaryschoolsarenowacademies.However,whereasacademies wereoriginallypositionedashighlyautonomous,withadditional‘freedoms’comparedwithotherschools,most academieshavenowbeensubsumedintoaMulti-AcademyTrust(MAT),meaningtheyceasetoexistasaseparatelegalentity.Theearlypromiseofacademy‘freedoms’hasthusbeenreplacedbyaMAT-ledmodelinwhich schoolshavelessautonomythanbefore.TheMAT-runsystemwasnotplannedfromtheoutset,sohasrequired variousgymnasticcontortions,oftendrivenbycompetingvaluesandlogics. ThispaperexaminestheevolutionofpolicyonacademiesandMATsinEngland(2010-24),drawingoutimplicationsforleadershipatpolicyandpracticelevels.Wedrawonananalysisofrelevantliteratureandpolicy textsandareinformedbyourownworkasvariouslyresearchers,policymakersandpractitionersinthisarena. WedrawonJennyStewart’sconceptualframeworkofhowvaluesconflictsaremanagedinpolicytoarguethat academy/MATpolicycontortionshavereliedonfourkeymechanisms:

•Anewpolicyparadigm–pittingacademypioneersagainstanamorphouselite‘Blob’,comprisedoflocal authorityanduniversity-basedexperts(aka‘enemiesofpromise’);

•Technicisation–despitethepromiseofacademy‘freedoms’,inpractice‘bureaucratic’requirements grewovertimeasregulationincreased,withtechnicalquestions(suchashowtosetupandgrowan academytrust)dominatingthetimeandattentionofleaders;

•Cycling–policyflipflopsusuallyoccurwhenvaluesconflictscannolongerbeaccommodated,when voters‘punish’anunpopulargovernmentandelectanalternative.Inthisinstance,ratherthanelectoral change,Conservative-ledgovernmentsencompassedcompetingvalue-setswhichdominatedatdifferent times:ananti-LAandpro-autonomyfaction(whichalsodroveBrexit);amanagerialistgroupinfavour ofcentralregulationandefficiency;andatraditional‘onenation’caucusthatsoughttoconservethe statusquo;

•Structuralseparation–governmentsoftenaccommodatevaluesconﬂictbydividinguprealityintofunctionalchunks.WearguethattheCoalitionusedthistechniquewithintheDepartmentforEducationto prioritiseanacademiceducationalvisionattheexpenseofwiderchildren’sservicesandsupportfor vulnerablechildren.

Muchhasbeenwrittenabouttheleadershipofchangeandreformineducationsystemsbutwearguethatthis literatureunderplaystheimportanceofpolicyvaluesandhowvalues-conﬂictismanaged.Thispaperaddresses thisgapandhighlightssomeofthechallengesthishascreatedforfront-lineleaders,whohaveneededtonavigateethicaldilemmaswhilelearningtooperateinamorecentralised,accountableandnarrowlyacademic system,whichisalsolessholisticinitssupportforvulnerablechildren.

ParallelSession5

Saturday,5thJuly-16:55:ParallelSession5(Coleridge)-Theatre-AbstractID:298

Dr.JudyChandler (TheOpenUniversity)

Navigatingturbulencethatstemsfromunexpectedreformcanrequiresimultaneouslearningandleadership, anexperiencethatiseasilyrecognisableinhigherhighereducation.Withinthissetting,nationalgovernment policycandriveoperationalstrategyandplanning,whichtendstobeoverseenandsteeredthroughoftenmultifacetedmanagementandgovernancestructures.Whenitcomestointerpretingandimplementingpolicy,the idealscenarioinvolvesinputfromarangeofstakeholderswhopossessspeciﬁcrelevantknowledge.Inauniversitythismaybeacademic,professionalservicesandotherstaffinbetween,withdifferinglevelsofexperience andexpertise,aswasseeninadoctoralstudyofeducationalleadershipinadistanceandonlinehighereducationsetting.Thesegroupsmayeachhavetheirownculturewhichmayormaynotalignattimesbutholdshared interestinmeetinguniversityobjectives.Onemeansofanalysingeachgroupofspecialistsistoconsidertheir functionintermsofactivity,thusCulturalHistoricalActivityTheory(CHAT)becomesausefultoolforanalysis. OneparticulariterationofCHATspeakstolearningthatoccursatthepointofintersectionbetweentwoactivity systems,whichisreferredtoasexpansivelearning(Engestrom,2010)anditisinthisspacethatdevelopment andreformmayalsobegenerated.

Thispaperdiscusseshowthecomingtogetherofdifferentstaffgroupswithinhighereducationisanopportunityforlearninganddevelopmentbothinresponsetoandinordertocreatereform.Basedonthepremisethat individualandorganisationaldevelopmentandlearningtakesplaceatpointsofintersectionbetweenactivity systems,thepaperprovidesanalternativearticulationoflearninginleadershipthatistheproductofinteraction.ThepaperbuildsonadoctoralstudywhichdrewacorrelationbetweenExpansiveLearningTheory (Engestrom,2010)andThirdSpacetheory(Bhabha,1994;Whitchurch,2008)andproceedstoprovideaconnectiontoreform.Whereleadershipisseenasinﬂuence,expansivelearningcanbeusedtodescribeThirdSpace asaleadershipspace.TodothisoneshouldconsiderThirdSpaceinabroadsense,wheretwo(professional) culturalsettingscometogetherandanewhybridcultureisformed.ThepaperprovidesexamplesfromadoctoralstudyandalsowithinthewidersectorwhereThirdSpaceleadershiphasbothrespondedtoandgenerated reform.

Working-ClassTeachersandtheissueof“Belonging”ina

Middle-Classprofession

Saturday,5thJuly-17:10:ParallelSession5(Coleridge)-Theatre-AbstractID:94

Ms.TraceySmith (TheUniversityofBuckingham)

ThebroaderproblematicissuethatIamseekingtoﬁndasolutiontoisteacherattrition.Iaminterestedin theexperiencesofteachersfromdisadvantagedbackgroundsandtheirexperiencesofbelongingwithinthe professionalsettingofbeingaworking-classteacher.Initially,Iwasinterestedintheexperienceofteachers fromworking-classbackgrounds,baseduponmyownexperience.Jerrim etal., (2024)reportsthatadultswho wereeligibleforFSMwhentakingtheirGCSEsareroughlyhalfaslikelytoenterteachingasanindividual whowasnotFSMeligibleandWorth etal. (2022)ﬁndminorityethnicgroupstobeunder-representedinthe teachingprofession.Thisispotentiallyimportantaspreviouswork(Figlio,2017),hassuggestedtherearelikely tobeeducationaladvantagestoyoungpeoplewhentheyaretaughtbyateacherfromasimilarbackgroundto them.Therefore,theresearchnowinvestigatestheexperienceofthosewhomeetthesecriteria:

•Working-classbackgrounds

•Minorityethnicor“mixed”ethnicbackgrounds*

•Intersectionality

*IncludingIrishgypsy,immigrantandEuropeanEALteachers

Whatisabsentintheliteratureonretention,ispreciselyWHOtheseleavingteachersare;whattheirbackground is,theirsocio-economicstatus,theirlevelsofsocialmobilityorotherwise.Agreatdealoftime,effortand financialinputhasbeenconcentratedonreasonsWHYteachersleave,butnotonWHOtheseteachersare. WhilsttheECF(EarlyCareerFramework,2022)wasagovernment-drivenstrategytoaddressteacherattrition, thereareknownfactorsthatinfluencetheneedtoexittheprofession(schoolenvironment,accountabilityand workload(DfE,2023),butmyintentionistofindanewanswer,becausewhatwecurrentlyknowisnothelping retention.Themostrecentfigures(DfE,2024)covering2022/23showthat39,971teachersleftstate-funded teachingforreasonsotherthanretirement,equatingto8.8%oftheworkforce.In2022/23,44%ofteacherssaid theyintendedtoleaveteachingcomparedwith41%inthepreviousyear,suggestingthatleavingratesmay continuerising.(NfER,2024).

Thisresearchisintendedtoﬁndanewsolution.Byinvestigatingtheissuethroughapragmaticmixed-methods narrativelifestorystudy,myaimisthatthisresearchcanhelptoeasetheretentioncrisis.Inrecentyears,there hasbeenmuchinterestintheissueofbelonginginschools.HansonandKraft,(2024),basedonresponsesfrom over15,000teachersintheUS,foundthatthereisalinkbetweenteacherretention,wellbeingandbelonging. Theirresearchlooksatcareerstageandschoolphase.Inaddition,Rushton etal., (2023),throughanextensive reviewoftheliterature,lookattheissueofteacheridentityintheworkplace,ﬁndingnotablegapsintheresearch,andRiley etal. (2020),lookattheissueofbelonginginschoolsfromthepupilperspective.Yetgapsin theresearchremain;theissueofteacherretentionbeinglinkedtoasenseofbelongingintheworkplacelinked toone’ssenseofidentityandsocialbackgroundhasnotyetbeenexplored.

Trauma-informedleadershipforschoolchange

Saturday,5thJuly-17:25:ParallelSession5(Coleridge)-Theatre-AbstractID:104

Prof.HelenStokes (TheUniversityofMelbourne),Dr.PaulineThompson (TheUniversityofMelbourne)

Manyleadersandeducatorsareworkingincommunitiesthatarecontendingwitheducationalinequitywith aimstosupportstudentsidentiﬁedastrauma-affected.Studentsarepresentingatschoolwithsigniﬁcantunmetlearningandsocial-emotionalneeds.ThistrendhasonlybeenexacerbatedduringCOVID-19withsocioeconomicinequalitiesbeingfurtherentrenchedincommunitiesexperiencingdisadvantage

Onedirectioncurrentlygainingtractioninschoolsistrauma-informededucation(TIE).TIEprovidesanarrative towardspracticedevelopmentthatsimultaneouslyaddressesincreasingcomplexitywithincommunities(i.e., concernswithincreasingyouthmentalillhealth,childhoodadversity,behaviouralescalationanddisruption, disengagementandschoolrefusal;andconcernsofstaffretentionandstaffwellbeing)andunderpinspositive behaviourmanagementwhilesupportinganorderlylearningenvironment.

Trauma-informededucationwasdevelopedtomeetdualconcernswithinschoolsfor healing and growth (Brunzell,2017,2021).TIEisenvisionedasapedagogicalpracticemodelforteachingandlearningalongwiththedeliveryofacademiccurriculum.Respondingtotimesofturbulenceandacknowledgingtheneedforreformand development,questionsthenariseashowleaderssupportteacherstochangetheirpracticeintheclassroom tomovetheirschoolsfromundertakingprofessionallearninginTIEtothenimplementing,maintainingand growingapositivetrauma-informedcultureintheirschools.

Thispresentationwilldrawonlongitudinalmixedmethodsresearchconductedfrom2019-2024inasecondary school(years7–12),situatedinanoutersuburbanareaofalargemetropolitancity.Thisareaisknownthroughouttheregionforhighlevelsofintergenerationalsocio-economicdisadvantageandlong-standinglowlevelsof educationalachievementrelativetothestateaverage.Afterexperiencinghighteacherturnover,increasingdisengagementofstudentsandlowstaffmorale,theleadersattheschoolacknowledgedthatalternativeinstructionalandwellbeingapproacheswereneededtosupporttheunmetneedsofstudentsimpactedbytrauma.In late2109allstaffattheschoolbeganprofessionaldevelopmentinTIE.Simultaneouslytheleadersdeveloped practicestoembedTIstrategiesacrosstheschool.

Throughouttheresearch,drawingontheAustralianprofessionalstandardforschoolleaders,wehaveidentiﬁed keyleadershippracticesforimplementingtrauma-informedstrategies.Thisincludescreatinganenvironment oftrauma-informedlearningandteachingandsupportingstaffwellbeing.Thesepracticesareunderpinned byenablingaTIleadershipteamwhofacilitatewholeschoolprofessionaldevelopment,developaTIinstructionalmodel,developing,maintainanon-punitivebehaviouralmanagementsystemandengageparentsand thecommunitytounderstandTIinstructionalpracticeandstrategies.

Apathofchangeismapped,usingStatedepartmentaladministeredstudentwellbeingandstaffclimatesurveys,schooladministeredstandardisedreadingtestsaswellasinterviewswithleaders,teachersandstudents. Signiﬁcantchangehasoccurredinstudentwellbeingandstaffmoraleandcollectiveteachereﬃcacy,whileacademicachievementhasimprovedforthemostdisadvantagedintheschool.Theleadersintheschoolcontinue topromoteequity,diversityandsocialjusticeastheymovetheschoolanditscommunityfromtrauma-affected totrauma-informed.

CommunityHarmonyandEducationalSuccess:Ubuntuasa TransformativeLeadershipPhilosophy

Saturday,5thJuly-17:40:ParallelSession5(Coleridge)-Theatre-AbstractID:263

Dr.SusanDavis (UniversityofNorthCarolinaatChapelHill)

Objective: “Ittakesavillagetoraiseachild”emphasizesthecomplexityofaddressingtheneedsofouryouth.A holisticleadershipapproachisessentialforeffectiveeducationalleadership.Educationalsystemsoftenoperate insiloshinderingtheholisticdevelopmentofstudentswholearnindiversecontextsthroughouttheirlives.This studyilluminatesanopportunitytoshifttowardsmorerobustfamily,school,andcommunitypartnerships (FSCPs)byadoptinganUbuntu-inspiredleadershipframework.Westernmodelsemphasizeanindividualistic approach,contrastingwithUbuntu,whichisgroundedinAfrocentricvaluesofinterdependence,community harmony,andmutualrespect.Ubuntupromotesamorerelational,collectivistapproachthatvaluescommunity interestsoverindividualgainsandemploysamoreempathetic,reconciliatory,anddeepcommitmenttothe commongood.

Methods: ThisresearchexplorestheprinciplesofUbuntuduringtheimplementationofamindfulness-based program(MBP),speciﬁcallyLearning2BREATHE(L2B),withinabehavioralhealthorganization’scollaborationwithalocalschooldistrictintheWesternUnitedStates.ThecasestudyapproachfocusesonhowFSCPs canenhancestudents’socialandemotionalwell-beingbyauthenticallyengagingfamiliesandcommunitiesin educationalinnovations.

ThisstudyexploredhowUbuntuleadershipprinciplesarereﬂectedduringtheimplementationofa mindfulness-basedprograminaneducationalsetting,seekingtoidentifyhowtheseprinciplesmanifestand inﬂuencetheprogram’sexecution.Second,thisresearchexploredhowUbuntu-inspiredleadershippractices emergeandhowtheysupportsustainablecommunityengagementineducationalinnovations.

Thedataincluded14in-depth,semi-structured,andunstructuredinterviews.Variousresources,includingobservations,socialmedia,andprint,wereintegratedtotriangulatethedataandincreasethestudy’sinternalvalidity.Thethematicanalysisidentiﬁedkeythemesandpatterns,withﬁndingssituatedwithinUbuntu-inspired leadershipcharacteristics,thusallowingforadeeperunderstandingofthesupportiveandchallengingaspects ofengagingfamiliesandcommunitiesintheeducationalprocess.

Results: FindingssuggestthatUbuntu-inspiredleadershipsigniﬁcantlyenhancestheimplementationofMBPs byfosteringasenseofbelongingandmutualrespectamongallstakeholders.Engagingfamiliesandcommunitiessupportseducationalinitiativesandcontributestoamoreinclusiveandsupportiveimplementationprocess.Ubuntuprinciplesfacilitatethenegotiationofchallengesbyprioritizingcommunalgoalsandcollaborative problem-solving.

Thestudyemphasizesintegratingculturalvaluesandcommunity-centricleadershippracticesintoeducational systems.Educationalleaderscancultivatemoreeffectiveandlastingcommunityengagementbyembracing Ubuntu-inspiredleadershipprinciples,strengtheningimmediateeducationaloutcomesandlong-termsocietal well-being.Thisresearchcontributestothescholarlyliteratureonpreventionandimplementationscience, suggestingashifttoamoreempatheticandcommunity-focusededucationalleadershipparadigm.

Conclusion: Ubuntu-inspiredleadershipsuggestsapromisingpathtowardovercomingtheconﬁnesofconventionalWesterneducationalmodels.Interconnectedandempatheticleaderscansigniﬁcantlyenhancethe effectivenessofeducationalinnovationsandthewell-beingofcommunities.

ParallelSession5

Goal-andaction-orientationaskeyfactorsduringa professionaldevelopmenttrajectoryforschoolleadersto facilitatesustainabletransferoftraining

Saturday,5thJuly-16:55:ParallelSession5(Keats)-Theatre-AbstractID:1

Mrs.ElsTanghe (UniversityofAntwerp-AntwerpSchoolofEducation),Prof.WouterSchelfhout (UniversityofAntwerpAntwerpSchoolofEducation),Prof.TomSmits (UniversityofAntwerp-AntwerpSchoolofEducation)

Theprofessionaldevelopmentofschoolleadersrequiresqualityprofessionaldevelopmenttrajectories(PDT) whichtakeanorganizationalanddidacticapproachthatencouragesconcretetransferandsustainableimplementationofthecontentduringandafterparticipation.TheorganizationofandapproachtakenbyPDTdeterminetheperceivedeffectivenessbyschoolleaders.Theconcretetransferandsustainableimplementationof thecontentofaPDTintheworkcontextalsoposeachallenge.OnceaPDTends,inputandsupportoftendecline.AlthoughithasbeendemonstratedthatparticipationinaPDTcontinuestohaveanimpactyearslaterat theindividuallevel,theimplementationofevidence-basedprogramsthatareproveneffectiveandcontribute tocurriculumrenewalappearstohavelittlesustainabilityonceinitialenthusiasmandﬁnancialresourcesdisappear.

Littleempiricalfollow-upresearchisavailableonthesustainableimpactofsuchtrajectoriesforschoolleaders withrespecttotheirownprofessionaldevelopmentandthatoftheirschool.Thereisevenlessresearchonthe speciﬁckeyfactorsthatsustaintheeffectivenessofPDTsforschoolleadersaftercompletion.Becauseittakes timetoembedlearningoutcomes,longitudinalfollow-upwithdifferentmeasurementsofperceivedeffectsis appropriateforbothtrainersandorganizersbutscarce.

Thismixedmethodsstudywiththecollectionofquantitativedatabyanonlinesurveyandqualitativedataby in-depthinterviewswithschoolleadersaimedtoaddressthisresearchgapandgaininsightintofactorsrelated tothegeneralorganizationofprofessionaldevelopmenttrajectories.Itexploresspecificapproacheslinkedto participationinatwo-yearPDTthatschoolleadersperceiveaseffectiveforthefurthergoal-andaction-oriented transferandimplementationofthecontentinthecontextofsubsequentprofessionalandschooldevelopment. ThePDTwascomposedoftrainingdays,thestart-upanddevelopmentofprofessionallearningcommunitiesand individualcoaching.Thisorganizationalapproachwascombinedwithaspecificdidacticapproachtogenerate maximumtransfertotheparticipants’schoolsandconcreteactionsintermsofvisionandschooldevelopment. Thepurposeofthetrainingdayswastoprovidetheentiregroupofparticipantswithatheoreticalframework, practicalexamplesandapplications.Thedeepeningandconcretizationofthiscontentasafunctionoftransfer totheparticipants’schoolcontextoccurredinthePLCs.ThepermanentPLCsfocusedonpeerlearningand socialstimulationinsmallergroupsofexistinginter-schoolnetworks.Thecentralfocusduringtheindividual coachingprovidedforeachparticipatingschoolwastheschool’sindividuallevelandspecificneedsorquestions. Thiscoachingwasnotobligatorybutwarmlyencouraged.

Thestudyshowsthataprofessionaldevelopmenttrajectoryapproachthatimplementsworkingwithanaction plan,participationinaprofessionallearningcommunityandopportunitiesforindividualcoaching,aswell astheirmutualintegration,leadstooverallsatisfactionandperceivedimprovementofgoal-orientationand action-orientation.Certainfactorsrelatingtotheoverallorganizationofaprofessionaldevelopmenttrajectory canenhancethesustainabletransferoftraining.Someadditionalresearchinsightsandrecommendationsfor policy,schoolsorschoolcommunitiesandorganizersarealsonoted.

HowdoSchoolLeaders’LifeExperiencesShapeandInﬂuence TheirPreparationandDevelopmentforLeadershipRolesin theUgandanSchoolContext?

Saturday,5thJuly-17:10:ParallelSession5(Keats)-Theatre-AbstractID:136

Mrs.LydiaBesisira (UniversityofNottingham)

ItisgloballyrecognisedthatschoolLeadersrequirespecialisedleadershipknowledge,skills,andattitudesto effectivelyleadandmanagecurrentcomplexsocio-economicandchallengingschoolcontent.Thisisvital,especiallyforSub-Saharan,speciﬁcallyUganda,whereschoolleadersareoftenappointedonthebasisoftheir teachingexperience.TheemergingSub-Saharanempiricalstudiesonleadershipdevelopmentaremainlyfrom afewcountriesandoftenfocusonformalindividualisedlearningafterappointment.Studies,however,suggest thattransitioningfrombeingateachertobecomingaleaderisalifelong,complexprocess.Leadershiplearningisnotonlyinformedbywhathappensformallyinschool.Still,itisalsoinﬂuencedbychildhoodandadult experiencesandinteractionswithothersinlocalandwidersocialcontexts.

Towidentheknowledgebase,thisstudyexploresandexplainshowtwentyUgandansecondaryschoolleaders’lifeexperiencesandbroadersocialinteractionshaveshapedandinﬂuencedtheirleadershipdevelopment andhowthatenhancesorinhibitstheenactmentoftheirroles.Thefollowingresearchquestionsprovidethe frameworkforthestudytoachievetheseaims.

1. WhatmotivatesUgandansecondaryschoolprofessionalstoaccessleadershippositions?

2. HowdoUgandansecondaryschoolleaders’differentphasesofsocialisationshapeandinﬂuencetheirleadershipidentitydevelopment?

3. WhatformalorinformalsocialisationprocessesenhanceorinhibitUgandansecondaryschoolleaders’ leadershiplearning?

4. How,ifatall,hasUgandansecondaryschoolleaders’leadershiplearningimpactedtheirschoolleadership practice?

Thestudyemploysapurposivesamplingapproachtoselecttheschoolleadersfromthreetypesofschools,public,privateandfaithschools,becauseoftheirpositionality,andtoprovidemultipleinterpretationsofthecomplexitiesoftheirlivedexperiences.Aninterpretivisthermeneuticphenomenologicalapproachwasadopted toprovidethickdescriptivedatafromtheschoolleaders’autobiographicallifehistorygrids,face-to-facesemistructuredinterviews,anddocumentanalysisdetailingthemeaning-making,perspectivesandactionsoftheir livedexperiences.TheresearchexploredhowthefourstagesofCareerSocialisationtheory(anticipatory, personal,professional,andorganisationalsocialisation)influencedparticipants’careerdevelopmentandalso adoptedthetheoryasaframeworkforthematicdataanalysistorespondtotheresearchquestions. Theresearchcontributestothefieldbyprovidingtheparticipantswiththeopportunitytoreflectonhowtheir livedexperienceshavecultivatedasenseofseeingthemselvesasleaders.Participantsareabletoreflectontheir acquiredprofessionalnormsandvaluesinreadinesstoenacttheirroles.Theleadersalsohavetheopportunity toenhanceleadershipdevelopmentprocessesnotonlyforthemselvesbutalsoforothersinsimilarschools.

Howtomakesenseoflearning?Activities,processesand diversitywhenschoolleadersandresearcherscollaborate

Saturday,5thJuly-17:25:ParallelSession5(Keats)-Theatre-AbstractID:157

Dr.MalinBenerdal (CentreforPrincipalDevelopment,DepartmentofPoliticalScience,UmeåUniversity),Prof.HeleneÄrlestig (CentreforPrincipalDevelopment,DepartmentofPoliticalScience,UmeåUniversity)

Researchandpracticeneedtoinformeachothertocreatevalidandusefulknowledgeforschooldevelopment andseveralinitiativeshavebeenlaunchedtostrengthentheseaspectsacrossdifferentnationalcontexts.Inthis paperwereportonanongoingpartnershipbetweenoneschoolorganizerandauniversityunitwithinanationalinitiativetostrengthenlong-termcollaborationinSweden,primarilyfocusingonaprojectconductedwith tworesearchersand15principals.Thepartnershiphasundergoneseveralphases,andwithinthisstudythe focuswasonstrengtheningprincipals’pedagogicalleadership(i.e.leadershipforlearning/instructionalleadership/educationalleadership).Theaimofthepaperistoexploreanddiscusshowmultiplelearningintentions andformsforbothpractitionersandresearchersbecomevisibleduringacombinedresearchanddevelopment project.

Todosowedrawonresearchthathighlightsmultiplelearningformsandlevelsthatcanhelpustodetect avariationinlearningandsensemakingamongtheparticipants,whichisarguablyimportantespeciallyin leadershippositionsworkinginacomplexmission.Wedepartfromtheideathattobeabletoimproveschools, principals’andresearcher’sownreﬂectionsandchangedbehaviourbecomeessential.However,thereisa needtofurtherunderstandhowindividualandorganizationallearningappearsincombinedresearchand developmentprojects,aspreviousresearchhastendedtoadheretoeitheror,andseldomlyisconductedamong schoolleaders.

Empiricallywedrawonrecordedconversationsanddiscussionsaswellasnotes,andanalysesconductedduring theprocess.Ourresultsshowthattheindividuallearningcontentdifferamongtheprincipalsatthesametime asthemutualprocessstrengthenthecollectiveunderstandingandrelationsintheprincipalgroup.Forthe researcherstheprocesscontributedtoadeeperunderstandingregardingtheimportanceofcombininggeneric knowledgewithcontextualsensemaking.Wearguefortheneedofamorenuancedunderstandingofdifferent formsofknowledgeandindividualoutputsofparticipatinginadevelopmentandresearchprojectaimingto fosterlearning,leadershipdevelopmentaswellasschooldevelopment.

Saturday,5thJuly-17:40:ParallelSession5(Keats)-Theatre-AbstractID:40

Dr.YasserAl-Mahdy(CollegeofEducation,SultanQaboosUniversity),Mrs.ShaimaAljuma (CollegeofEducation,Sultan QaboosUniversity),Dr.FayrouzElwakil(TantaUniversity)

Integratingartificialintelligence(AI)ineducationpresentstransformativepotential,allowingforenhancedpersonalization,engagement,andefficiencyinteaching.However,successfuladoptionreliesheavilyonteachers’ confidence,attitudes,andreadinesstoutilizeAItools.Thisstudyinvestigateshowleadershipsupportinfluencesteachers’AIself-efficacy,attitudes,andintentionstointegrateAIintoclassroompracticesinOmanipublic schools.TheresearchisparticularlyrelevantinOman,whereeducationalreformsunderVision2040emphasizetechnologyintegrationtoimproveteachingqualityandfosterafuture-readyeducationsystem.Specifically, thisstudyexaminesthedirectandindirecteffectsofleadershipsupportonteachers’intentionstoadoptAI,exploringAIself-efficacyandattitudesasmediatingfactors.

Thestudyemployedacross-sectionalresearchdesignandincludedasampleof337publicschoolteachersfrom variousregionsofOman.EthicalapprovalwasobtainedfromOman’sMinistryofEducation,anddatawere collectedviaemailedsurveys.Tomeasurethevariables,reliableLikert-scaleinstrumentswereutilized.Leadershipsupportwasassessedthroughascalemeasuringperceivedsupervisorysupport,whileAIself-eﬃcacy wasevaluatedusingashortversionofAIself-eﬃcacyscale.Teachers’attitudestowardAIandtheirintentions touseAIwereassessedwithbrief,validatedscales.

Structuralequationmodeling(SEM)analysisidentifiedseveralsignificantrelationshipsamongthevariables. Leadershipsupporthadapositiveeffectonteachers’AIself-efficacy,suggestingthatsupportiveschoolleaders canenhanceteachers’confidenceinusingAIeffectively.Inturn,AIself-efficacypositivelyinfluencedteachers’ attitudestowardAI,indicatingthatconfidentteachersaremorelikelytoperceiveAIasabeneficialtool.AIselfefficacyalsoshowedadirectinfluenceonteachers’intentionstoutilizeAIinclassroompractices,highlighting self-efficacyasacentralfactorinAIadoption.Moreover,teachers’attitudestowardAIsignificantlyimpacted theirintentiontouseAI,showingthatfavorableattitudesfacilitatetechnologyadoption.

ThefindingsindicatethatAIself-efficacyandattitudesserveasmediatingpathwaysbetweenleadershipsupportandteachers’intentiontoadoptAI,providinganindirectmechanismthroughwhichsupportiveleadership fostersAIintegrationinclassrooms.Theseresultsemphasizetheimportanceofleadershipsupportincreating apositive,confidence-buildingenvironmentthatpromotesteachers’willingnesstoadoptinnovativetechnologies.InalignmentwithOman’sVision2040,whichprioritizeseducationalinnovation,thisstudyhighlightsthe valueofleadership-driventeacherdevelopmentinAIcompetenciestosustaineffectivetechnologyintegration. Inconclusion,thestudyofferspracticalinsightsintohowsupportiveschoolleadershipcanpositivelyshape teachers’self-efficacy,attitudes,andintentionstowardAIuseineducationalsettings.AsOman’seducation systemadvancestowardsbroaderAIintegration,enhancingleadershipsupportandteacherself-efficacywill beessentialforsustainableandeffectiveadoption.Byidentifyingtheseinfluentialpathways,thisresearch providesvaluableimplicationsforeducationalleadershipandAIimplementation,supportingOman’svisionof afuture-ready,technologicallyintegratededucationsystem.

Keywords:LeadershipSupport,AISelf-Eﬃcacy,Teachers’Attitudes,IntentiontoUtilizeAI,Oman.

ParallelSession5

LeadingforEquityinCrisis:AddressingtheEducational NeedsofDisplacedWomenthroughInclusiveLeadershipand

Saturday,5thJuly-16:55:ParallelSession5(Shelley)-Theatre-AbstractID:15

Mrs.AntoniaMcGrane (UniversityofBuckingham)

Thisstudycriticallyexplorestheintersectionofgender,migrationstatus,andlanguagelearningamongdisplacedrefugeeandmigrantwomeninEngland,withafocusontheirexperiencesacquiringEnglishasanAdditionalLanguage(EAL).Inthefaceofglobaldisplacementandfragmentededucationalpolicies,thisresearch highlightsthepressingneedforeducationalleadershipthatpromotesequity,diversity,andsocialjustice.The currentEnglishforSpeakersofOtherLanguages(ESOL)systeminEnglandisinconsistentandinadequate, exacerbatingdisparitiesandfurthermarginalisingwomenwhoalreadyconfrontsigniﬁcantsocio-cultural,educational,andpersonalchallenges.

Usingsocioculturalandidentitytheories,thestudyinvestigateshowintersectingsocialidentitiesinfluencethese women’slanguagelearningjourneysandtheimpactoffragmentedpolicyresponsesontheirintegrationinto society.Thefindingsrevealthatthelackofacohesivenationalstrategyandtheturmoilcausedbycrisessuch astheconflictsinAfghanistanandUkrainehavecompoundedthesewomen’sdifficultiesinaccessingeffective languageeducation.Thishasprofoundimplicationsnotonlyfortheirindividualdevelopmentbutalsofor broadersocialcohesion.

Thestudyarguesthateffectiveleadershipiscrucialintransformingpolicyandpracticetomeettheneedsof displacedcommunities.Itcallsforareformationofeducationalgovernancethatprioritisesinclusivestrategies,recognisingthediversebackgroundsandexperiencesofdisplacedwomen.Suchreformsareessential forfosteringaneducationalenvironmentthatsupportstheselearnersandfacilitatestheirfullparticipationin society.

Thisresearchalsoemphasisesthecriticalroleofeducationalleadersintimesofcrisis,astheyhavethepotential todrivepolicydevelopmentandimplementsupportivelearningframeworks.Bybridgingthegapbetween policyandpractice,leaderscanensurethatmarginalisedgroupsarenotleftbehind.Thisworkcontributes todiscussionsonleadershipeffectivenessandtheneedforadaptiveresponsesinarapidlychangingglobal landscape.

Aligningwiththeconferencethemeof‘Turbulence,ReformandDevelopmentinEducationalLeadership,ManagementandAdministration’,thisstudyprovidesatimelyandsigniﬁcantcontributiontotheﬁeld.Itchallenges traditionalleadershipmodelsandcallsforare-evaluationofeducationalpracticesandpoliciestobettersupportmarginalisedlearners,particularlyintimesofcrisisanddisplacement.Aseducationalsystemsaround theworldgrapplewithincreasingdiversityanddisplacement,thisresearchoffersvaluableinsightsintohow leadershipcanfosterinclusive,equitable,andsustainableeducationforall.

Gender-BasedGradeDifferencesinCompulsorySchool–A

StudyofPrincipals’ChangeWork

Saturday,5thJuly-17:10:ParallelSession5(Shelley)-Theatre-AbstractID:138

Ms.IdaJohansson (UmeåUniversity)

Inthispaper,Ipresentﬁndingsfromoneofthesub-studiesinmyongoingdissertationproject,whichexplores thechangeworkofagroupofprincipalsandpreschoolprincipalsinasmallmunicipalityinSweden,andtheir ambitiontoreducethegendergapingradesincompulsoryschool.Againstthebackdropofthepersistent gendergapingrades,longdebatedinbothresearchandwidersociety,theprincipalsinthestudyhaveinitiated acollaboration,supportedbymunicipalcivilservants,toincreaseequalitybetweenboys’andgirls’grades.All theprincipalsinthestudyworkinthesameschooldistrict,andtheideaoftheircollaborationistoworktogether frompreschoolthroughthevariousstagesofcompulsoryschooltoﬁndcommonsolutionstoimproveboys’ results.Additionally,thedissertationprojectincludessub-studiesthatexaminetheperspectivesofteachers andstudentsongradedisparitiesandtheprincipals’roleinthechangeprocess.

Intheﬁrstinterviewstudy,presentedinthispaper,Iapplyacriticalfeministperspectiveonschoolleaders’ worktoreducethegendergapingrades.InspiredbyCarolBacchi’s‘What’stheproblemrepresentedtobe?’ theoreticalandanalyticalframework(WPR),abasicassumptioninmyprojectisthatwhatyouthinkiscausing thegendergapingradeswillaffectyourstrategiesandmeasurestocounteractit.Hence,thepurposeofthe studyistoinvestigatedifferentperceptionsofthecausesofgender-basedgradedifferencesandsolutionsto reducethegapamongprincipalsandcivilservants,andtohighlightthepotentialeffectstheseperceptions mighthave.Thestudyisguidedbythefollowingresearchquestions:

1.Whatproblemrepresentationsofgender-basedgradedifferencesincompulsoryschoolarefoundamong schoolprincipals,preschoolprincipals,andcivilservants?

2.Whatassumptionsunderlietheseproblemrepresentations?

3.Whatdiscursive,subjectiﬁcation,andlivedeffectsareproducedbytheseproblemrepresentations?

Theanalysisshowsthatseveraldifferentproblemrepresentationsexistsimultaneouslyamongparticipants interviewedinthestudy.Byanalysingunderlyingassumptions,itwasalsopossibletoidentifyanumberof discoursesnecessaryfortheproblemrepresentationstobecomprehensibleinthecurrentcontext.Signiﬁcant differencesweredemonstratedbetweenwhatwassaidtobemostimportant:changinggendernorms,and theactualmeasuresplanned:changingteachingpractices.Thisdiscrepancyriskscertaintypesofmeasures notbeingimplemented,leavinggendernormsunchallengedandteacherslackingthetoolstoaddresstheissue comprehensively.

Thestudyseekstoadvanceboththeoreticalandempiricalunderstanding,contributingtotheinternational discussiononthecomplexchallengesthatschoolleadersfaceconcerninggender-basedgradedifferences.Additionally,thestudyaimstoprovidepracticalinsightsintothestrategiesthatschoolleadersusetopromote genderequityinstudentoutcomes.

Inrelationtotheconferencetheme,Ihighlighttheimportanceofschoolleadersandprincipalsdevelopinga reﬂexiveapproach,especiallywithinthecontextofreformandchangeinitiatives,andcriticallyexaminingtheir assumptionsaboutgender-basedgradedifferences,aswellasthesolutionstheypropose.

Play,Joy,Freedom,Compliance–CarnivalesqueLeadershipin Education

Saturday,5thJuly-17:25:ParallelSession5(Shelley)-Theatre-AbstractID:52

Dr.JoTrevenna (None)

Fromtherecognitionofplayasaformoflearninginearlyyearsandprimaryphasestotheincorporationof playwithincurriculumsubjectsinthesecondaryphase,playfulnessinschoolscomesinmanyforms.Thispaper considershowplayandopportunitiesthatconstituteabreakfromtherigidnormofclassroomstudyinlater schoolyearscanbeseentooffercarnivalesquerelease.Theroleoffolktraditionsinschools,withtheexampleof maypoledancing,isconsideredasalegacycarnivalesquemechanismasareschoolpantomimesfrompersonal recollection.Thedynamicoftemporarysubversionandreinforcementofhierarchyisexploredthroughcompliancemodelsembodiedinschooluniformandtheroleofthecommunalandcollectivityreinforcedthrough CarnivalesqueLeadership.

CarnivalesqueLeadershipisacenturies-oldleadershipstrategy.Itiseﬃcientandeffective.Itissocommonand sonaturalisedthatithasbecomealmostinvisibleandithaspreviouslybeennameless.Leaderswhoemploy thisstrategyprovideshort-termsafety-valvereleaseofpressureandtensionwhichpromptsgreatercompliance andbuildsastrongersenseofbelonging.Theliminalstatecreatedbythistemporaryreleasefromthenormcan achievelonger-termtransformationthroughfosteringnewrelationshipsandexposingalternativestodominant patternsofworking,livingandbeing.

Introducingchildrentoamodelofcompliancethatwillbeunconsciouslyrevisitedthroughouttheirlives,CarnivalesqueLeadershipisidentiﬁableinschoolsacrosstheworld.Theexperienceofsafety-valverelease,the dissolutionoftheindividualintothecollective(duringatimeofdevelopingindividuality),theregularityof communaleatinganddrinking,maskplayandparodyand,ifyouarelucky,thesocialandemotionalrelease ofhumourandlaughterarecommonandnaturalisedelementsofmuchschoolexperience.Typifyingtheearly stagesofmyresearchintoCarnivalesqueLeadershipandasahugecaveat,thispaperisexploratoryinitsleaping considerationofCarnivalesqueLeadershipinschoolsandthegeneralisinglinksandassociationsstartedhere requiremuchdeeperexploration.Thepaperisdappledwithanecdotalevidencefrommyownexperiencesas apupil,schoolteacherandschoolleadertopunctuatethecriticalframeworkextrapolatedfromthephilosophy ofRussianthinker,MikhailBakhtin.

Positioning,misrecognitionandhysteresis:Schoolleader experiencesofschool‘system’changeinEnglandsince2010.

Saturday,5thJuly-17:40:ParallelSession5(Shelley)-Theatre-AbstractID:232

Dr.SimonAsquith (UniversityofBirmingham)

Thispresentationdetailsﬁndingsfromarecentlycompleteddoctoralthesis.Itexploresseniorleaders’positioning,misrecognitionandhysteresiswithinthechangingschool‘system’contextinEnglandbetween2010 andthepresentday.

Takingascontextthegrowthofgroupingsofacademyschoolsandtheestablishmentofteachingschoolalliances andhubsduringthisperiod,thepresentationwillshareinsightsandfindingsfromresearchwithinandacross twogovernmentregionsinEngland.Itdetailssystematicallyanalysedfindingsinrelationtoseniorleader careerstoriesasrecountedthroughsemi-structuredinterviewswithCEOs,ExecutiveHeadteachers,Headsof SchoolandDirectorsofTeachingSchool.Researchtookplaceduringanimportanthistoricalperiod,astheso called‘self-improvingschoolsystem’inEnglandwasestablishingand,formany,wasbeginningtocrystallise. DrawingontheoreticalperspectivesfromPierreBourdieuandcultural-historicalactivitytheory,aswellas frompositioningtheory,thepresentationwillpresentselectedfindingsfromtheresearch.Theseconcernhow seniorleadermisrecognition,asproblematisedbyBourdieu,isanecessityinenablingstructuralchange.The presentationwillexplorewhatmisrecognitionis,howitmanifestsitselfinthecareerstoriesofleadersandwill arguethatithasplayedanimportantrolesupportingsuchendeavoursasschoolacademisationandthegrowth anddevelopmentofmulti-academytrustsandteachingschoolhubs.

Thepresentationwillfurthertheseargumentsbypositingthathysteresis,viawhichtheexistinghabitusof leadersisdisruptedbystructuralchanges,hasalsobeeninevitableasleadershavefoundthemselvesinchanged structuresandfields.JustasIarguethatmisrecognitionhasbeenaninevitabilityforindividuals,Isuggestthat itisnecessaryinenablingequallyunavoidablehysteresis,asschoolleadersadjusttoalterededucationalfields. Iconcludethatpolicymakersandenactorsrelyonmisrecognitionasanenablerofinevitablehysteresis. Centraltothefindingsunderpinningthispresentationistheapparentneedforschoolleaders,justaswithother socialactors,tosense-makeabouttheirowncareerstories:forthemtobeabletoexternalise–andinternalise –acareerstoryrationale.Asleaderswithkeyrolesinenablingexpansivetransformationalchangewithinand acrosscomplexorganisations,theparticipantsinthisresearchdemonstratedtypicallyvalues-led,contingent approachestoleadership.Themesincludingpublicserviceleaderideals,theexercisingofmoralintent,equitabilityandsocialjusticeweretemperedbypragmaticapproachandapreparednessto‘getthingsdone’asa responsetobroadersystemexpectations.

Examplesofparticipantcommentandkeyfindingswillbeshared,andconclusionsabouthowsystemchange reliesonparadoxesbeingassuaged,willbereflectedupon.Thepresentationwillprovideanargued,reflective accountofthemutableandsometimesproblematicpositioningofseniorschoolleadersatakeypointinthe developmentofmulti-academytrustsandteachingschoolgroupingsatthiskeyperiodofchangeinEngland.

ParallelSession5

PrincipalshipRecruitmentandRetention:Exploringpushand pullfactorsinaspirationtoschoolleadershiprolesin ScotlandandtheRepublicofIreland.

Saturday,5thJuly-16:55:ParallelSession5(Tennyson)-Theatre-AbstractID:123

Dr.JulieHarvie (UniversityofGlasgow),Mrs.AnnaMaiRooney (Oide),Dr.MaryNihill (Oide),Ms.AlisonMitchell (University ofGlasgow)

Thispaperexplorestheresearchprocessandearlydatafromthebinational TippingPoints project,aninvestigationintofactorsthatsupportorundermineteachers’aspirationstoleadershiproles,inScotlandandinthe RepublicofIreland.

Rationale

Asignificantconcernineducationsystemsglobally,andalongstandingissueinbothIrelandandScotland,is therecruitmentandretentionofsufficientnumbersofsuitablyqualifiedandexperiencedteachersinprincipal(headteacher)roles.Adominantperceptionisoftenofthesignificantandincreasingpublicchallengesof principalship(headship)andthenegativeimpactthesechallengeshaveonprofessionalandpersonalwellbeing, resultingindisengagementandburnout.Further,changestotheprincipalrole,drivenbyperpetualturbulence andreformwithdiminishingresourcesinmanysystems,havealsohadanimpactonattractivenessoftherole, andrecruitmentandretention.ThiscomparativestudyacrosstheScottishandIrishsystemsconsideredsuch perceptionsofleadershipthroughinvestigationintothekeycareertransitionspointsforteachersconsidering orfollowingaleadershippathwaytowardsprincipalship,andthecareeraspirationsofteacherswhodecidenot toseekleadershiproles.

SigniﬁcancetoEducationalLeadership

Theaimsofthestudyweretwofold

•toidentifychallengesexperiencedbyteachersinrelationtoleadershipaspirationsandpathwaysineach system;and

•toidentifystrategiesacrossbothsystemstoaddresschallengesandtosupportteachers’aspirationsand conﬁdencetoundertakeleadershiprolesatdifferentlevelsinschools.

Methodology

Researchersineachsystemconductedsix focusgroups (below)followingacommonresearchprotocolthat ensuredastructuredopportunityforparticipantstoexplorecomplexissuesthatarecentraltotheirroleand aspirations,withinasafeandsupportiveenvironment.

•PrimaryTeachers

•PrimaryMiddleLeaders

•PrimaryDeputyHeadteachers/Principals

•Post-primary(secondary)Teachers

•Post-primaryMiddleLeaders

•PostPrimaryDeputyPrincipals

Facilitatedbytheresearcher,eachfocusgroupdiscussedfourbroadareas:

1.Currentareasofsatisfactioninpresentrole

2.Aspirationstothenextleadershiprole(ifany)

3.Facilitatingandhinderingfactorsinprogressalongaleadershippathway

4.Supportanddevelopmentopportunities

Thissummaryofeachdiscussionwaspreparedandcirculatedtotherespectiveparticipantsfor sense-checking; commentandclarificationpriortofinalisationofeachdataset.Thedatawasthen thematicallyanalysed to produceaframeworktoreportthefindingsfromeachsystem.Wethenconducteda cross-analysis ofthe ScottishandIrishdatatopreparea comparativereport ontheproject,settingoutrecommendationsforthe developmentofpolicyandstrategyinrelationtoleadershipdevelopmentframeworksineachsystem. Findings

ThispaperpresentskeythemesfromtheScottishandIrishsystems,exploringsimilaritiesanddivergencebetweencontextsandsectorswithineachcountry.Speciﬁcally,ithighlightspushandpullfactorsinparticipants’ aspirationstothenextlevelofleadership.Itconcludeswithanurgentcallforeachsystemtoaddressthefactorsthatundermineleaders’aspirationtothenextlevelifwearetoaddresstheprincipalshiprecruitmentand retentioncrisisprevalentinbothsystems.

DistributedleadershipinEnshi’s(Chinese)primaryschools

Saturday,5thJuly-17:10:ParallelSession5(Tennyson)-Theatre-AbstractID:127

Ms.liuyang (UniversityofNottingham)

RecognizingasigniﬁcantgapintheliteratureondistributedleadershipinChina,thisBELMASConferencepaper willreportresearchthathowdistributedleadershipisenactedinthreepublicprimaryschoolsinEnshiCity, HubeiProvince,China.

ResearchAims:

Thisstudyhasthreemainaims.First,itseekstoprovideaChineseperspectiveondistributedleadership,addressingagapinliteraturepredominantlygroundedinWesterncontexts.Second,itaimstoexplorehowleadersandteachersperceivetheoperationofdistributedleadershipwithintheirschools.Finally,thestudyisto investigatehowschoolleaderscollaboratewithvariousstakeholderstoeitherfacilitateorimpededistributed leadershippracticesintheirschools.

ResearchQuestions:

Theresearchisinformedbyﬁveresearchquestions:

RQ1:TowhatextentisdistributedleadershipenactedinselectedEnshicityprimaryschools?

Distributedleadershipcanvarysigniﬁcantlyindifferentschools.Investigatingtheextentofitsenactmentmay capturethedepthandbreadthofdistributedleadershippractices,aswellasthecomplexitiesandnuancesin howleadershiprolesandresponsibilitiesareshared.

RQ2:TowhomisleadershipdistributedinEnshicityprimaryschools?

Thisquestionfocusesonwhoentrustedwithleadershiprolesintheirschools,identifyingthedistributionof responsibilitiesandtasksacrossdifferentpositions.Thisquestionisessentialforrevealinginsightsintothe powerdynamicsofdistributedleadershippractices.

RQ3:WhatisdistributedinEnshicity’sprimaryschools?

Thisquestionseekstoexaminethetypesofresponsibilities,tasks,orauthoritiesdistributedwithintheschool, delvingintowhatspeciﬁcelementsofleadershipareconsideredsharedandcollaborativeintheirschools.

RQ4:Whatareleaders’perspectivesondistributedleadershipinEnshicityprimaryschools?

Thisquestionseekstoexploretheviewsofschoolformalandinformalleadersondistributedleadership.Their insights,offeringatop-downperspective,mayrevealtheintentionalityandthedynamicpowerbehindsuch practices.

RQ5:Whatareteachers’perspectivesondistributedleadershipinEnshicityprimaryschools?

Thisquestioncapturesteachers’perspectivesondistributedleadership,highlightingpracticaloutcomesand dailyimpacts.Theirinsightsofferabottom-upviewessentialforassessingitseﬃcacyandsustainability. Methods

Thisstudywilluseamultiplecase-studyapproachtogatherdatathroughsemi-structuredinterviews,observationsofTeachingResearchGroup(TRG)meetings,unstructuredﬁeldnotes,anddocumentaryanalysis.The sampleincludeselevenkeystakeholdersfromeachschool:theprincipal,vice-principal,threeTRGchairs,and sixteachers.Datawillbeanalyzedusingathematicapproach.

Therationaleforamultiplecase-studydesignliesinthewidevariationamongschoolswithinthesamegeographicarea,despitepotentialcommonalities.Interviewswillfocusondistributedleadershipaspects,with ﬂexiblepromptstocaptureunexpectedinsights,whileTRGmeetingsandunstructuredﬁeldnoteswillcapture real-timepractices.Reviewingkeydocuments(e.g.,improvementplans,meetingrecords)willfurtherreveal howdistributedleadershipisformallyintegratedwithineachschool.

Findings

TheConferencepresentationwillreporttheﬁndingsfromthethreecase-studyschoolsinEnshicity,China.

Thesewillincludetheextentofdistributedleadershipandhowitisenactedineachofthesecontexts.

ParallelSession5

Reimaginingschoolleadershipsocialisationinsub-Saharan Africa:Asteppingstonesmetaphor

Saturday,5thJuly-16:55:ParallelSession5(Wordsworth)-Theatre-AbstractID:243

Prof.CallieGrant (RhodesUniversity),Prof.PontsoMoorosi (UniversityofWarwick)

Theworkofschoolleadershipisacontext-sensitive,complexanddynamicprocessrequiringthecompetencies ofleadershipandmanagementfortherole.Inmanydevelopingcontexts,schoolleadersareconfrontedwith disquietingturbulenceasaconsequenceofpoverty,violence,overcrowdedclassrooms,unsafeschoolenvironments,learnerandteacherabsenteeismandparentalabsenceonadailybasis.Thus,preparationforschool leadershipinthesecontextsisvitalanddemandscontextuallyrelevantandlocalisedknowledgetomeetthe complexandresource-constraineddemandsfaced.However,areviewoftheliteratureonschoolleadership preparationanddevelopmentrevealsapredominanceofresearchandpublicationsemanatingfromEnglishspeakingcountriesintheglobalNorth.Thisliteraturecannotbetransferredunproblematicallytonon-Western contexts,thusopeningupopportunitiesforsignificantresearch,includingresearchontheAfricancontinent. Againstthisbackdrop,ourpaperdrawsonathree-year,multi-sitedstudythatexploredhowschoolleaderswere socialisedintotheprincipalshiproleinfoursub-SaharanAfricancountries(SouthAfrica,Lesotho,Namibia andBotswana).Ourstudywasframedbyleadershipsocialisationtheory.Principalsanddeputyprincipals constitutedtheparticipantsinourstudy.Intotal,95schoolleaderswereinterviewedacrossthefourcountries andweusedopen-endedquestionnairesandsemi-structuredinterviewstogenerateourdata.Whilstthestages oftheframework(anticipatory,professional,organisationalandpersonal)wereusefulintheinitialstagesof ouranalysis,wecametorealisethattheyprovedreductionistinrelationtoourdata.Itbecameclearthatby adoptingthesocialisationstagesasanorganisingframeworkforourcasestudies,thefindingswerepresented inadeficitlight.

Weelected,therefore,tore-analyseourdataandpresentourﬁndingsforeachcasestudyusingacommon sequenceofoverarchingideasorthemes;‘Earlyexperiences’,‘Schooling’,‘Becomingateacher’,‘Becominga schoolleader’and‘Consolidatingtheleadershipidentity’.Thisthemesetprovidedachronologicalstructure foreachofthefourcasestudiesandassisteduswiththecross-caseanalysis.Thisopenedourthinkingand allowedustheconceptualspacetoreimaginetheschoolleadershipsocialisationlandscapeandofferaunique sub-SaharanAfricacontribution.Thisknowledgecontributionformsthefocusofourpaper.

TheComplexityoftheWorkofLeadersinInitialTeacher Education

Saturday,5thJuly-17:10:ParallelSession5(Wordsworth)-Theatre-AbstractID:213

Prof.PhilipWood (NottinghamTrentUniversity),Dr.AimeeQuickfall(LeedsTrinityUniversity)

Since2020,theInitialTeacherEducation(ITE)sectorinEnglandhasgonethroughsystemicchange,theresult ofintroducingnewsector-widepolicies.Thesehavefocused,predominantly,onanewstringentcorecontent framework(DfE,2019)andareaccreditationprocessforallITEproviders(DfE,2022),bothledbycentralgovernment,resultinginEnglandhavingthe‘mosttightlyregulatedandcentrallycontrolledsystemofITEanywhere intheworld’(EllisandChilds,2024,p.1).Thesechangeshaveoccurredinadditiontothenormalworkofinitial teachereducatorswhichishistoricallyintense.

AtthecentreoftheITEsystemarethosewhoco-ordinateandleadprovision(forbothuniversityandschoolbasedprovidersofITE).Theirroleisasexpertsinteachereducation,butalsotodevelopandmaintainrelationshipsbetweentheproviderwheretheyareleadersandarangeofbodies,includingthegovernment (DepartmentofEducation),Ofsted(governmenteducationregulator),schoolpartnershostingstudentteacher practicums,studentteachers,theirstaffteams,sectorcolleaguesandseniormanagersintheirowninstitution. ThisputsITEleadersinapositionofbridgingbetweenarangeofprofessionalspaces.Whilstthisgroupof expertsiskeytothesmoothsupplyofnewteacherstotheprofession,thereisalmostnoresearchconcerning theirworkandtheirexperiencesofthisrole.Torectifythisgapintheresearch,weexploredatafromawider longitudinalstudywehavebeenundertakingforthepastthreeyearswhichhascapturedthereﬂectionsof initialteachereducatorsthroughannualmixed-methodsdatacollection(WoodandQuickfall,2024).Inrelation totheworkofITEleadersweconsider:

1.WhathasbeentheirexperienceofaperiodofintenseandfarreachingchangeintheITEsystemin England?

2.WhathavebeenthechallengesofbeinganITEleadermanagingthesechanges?

Theresultsfromourresearchsuggestagroupofexperiencedindividualswhoarerequiredtoleadcomplex programmeswithmanypartnerswhilsthavingtoreactandengagewithchangesbothinternalandexternalto theirorganisations.ThereaccreditationprocesswhichallITEprovidershavehadtogothroughoverthepast threeyears,togetherwiththeintroductionofthecorecontentframeworkandthepressuresofOfstedhave allpresentedchallengesleadershavehadtoengagewithandovercome.Thishasledtohighworkloadsand stressfulwork.However,incontrast,theyareverypositiveabouttheprofessionalismanddedicationoftheir teamsandworkwithstudentteachersfromwhichtheygainagreatdealofprofessionalsatisfaction.Wealso considerfuturefociforresearchconcerningthisunderresearchedgroupofleaders.

NavigatingtheStorm:EnhancingLeader’sPreparednessfor CrisisManagementinEducation

Saturday,5thJuly-17:25:ParallelSession5(Wordsworth)-Theatre-AbstractID:22

Dr.SusanH.Shapiro (TouroGraduateSchoolofEducation)

Theincreasingfrequencyandseverityofcriseswithintheeducationallandscapehaveunderscoredtheurgent needforeducationalleaderstobeequippedwitheffectivecrisismanagementskills.Fromnaturaldisasters andschoolviolence,toglobalconﬂictsandsocietalchallenges,schoolsarefacingunprecedenteddisruptions. Thisproposalseekstoproposestrategiesforenhancingeducators’capacitytonavigatethesechallengingsituationsbyintegratingtheEducationalCrisisFrameworkintoeducationalleadershippreparationprograms.The aimistoequipneweducationalleaderswiththenecessaryskillsandknowledgetoproactivelyaddresscrises, ratherthanreactivelymanagethem.Iwillexaminetheintegrationofcrisismanagementconceptsintoexisting courseworkandexplorethechallengesandtheirlimitations.

Thisresearchaimstocontributetothedevelopmentofmoreeffectivecrisismanagementtrainingprograms. Ultimately,thegoalistoempowerteachersandeducationalleaderswiththeskillsandknowledgeneededto safeguardthewell-beingofstudentsandstaffduringtimesofcrisis.

ResearchQuestions:

1.Whatarethecomponentsofeffectivecrisismanagementtrainingforeducatorsandwhatistheimpact oneducationalleadership?

TheoreticalFramework:

Theescalatingfrequencyandseverityofcrisesimpactingeducationalsettings,necessitateaheightenedstateof preparednessamongeducationalleadersandteachers..ByintegratingtheEducationCrisisFramework(ECF), thisstudyaimstodevelopamorecomprehensiveunderstandingofhowschoolleadersandeducatorscaneffectivelyrespondtoandrecoverfromcrises.

TheECF,withitsemphasisonethical,compassionate,andcommunity-baseddecision-making,providesavaluablelensforexaminingcrisisresponseandpreparedness.Theframework’saction-oriented“Aviate,Communicate,Navigate”modeloffersapracticalguideforimmediatecrisisresponse,whilethereﬂectivemodel,encompassingknowledge,expertise,andcompassionforselfandcommunity,facilitatespost-crisisreﬂectionand planning.

Thisstudyaimstocontributetothedevelopmentofmoreeffectivecrisismanagementtrainingprograms.Ultimately,thegoalistoempowereducationalleadersandteacherswiththeknowledge,skills,andethicalframeworksneededtonavigatecriseswithcompassionandresilience.

SigniﬁcanceforEducationalPractice,Policy,andTheory:

Theﬁndingsofthisresearchhavethepotentialtoinformthedevelopmentofmoreeffectivetrainingprograms byimplementingtargetedprofessionaldevelopmentinitiatives.Additionally,theresearchwillcontributetothe theoreticalunderstandingofcrisismanagementwithintheeducationalcontext,providingvaluableinsightsfor futurestudies.

LeadershipPreparationinKoreanEducationalLeadership ManagementandAdministration(KELMAS)context: comparingtwopathwaystobecomeaheadteacherin SecondarySchool.

Saturday,5thJuly-17:40:ParallelSession5(Wordsworth)-Theatre-AbstractID:297

Dr.YoonjeongLee (UniversityofLeicester)

Thisstudyexaminestheeducationalleadershippreparationofaspiringheadteachersinsecondaryschoolsin Korea.BecomingaheadteacherinKoreatypicallytakesapproximatelythirtyyears,meaningmostaspiring headteachersreachtherolenearretirementage.Thisextendedpreparationprocessresultsfromhierarchical promotionstructures,performanceevaluations,professionaldevelopmentrequirements,educationpolicies, culturalexpectations,andexpertisedemandsinschoolleadership.Whilethisprocessallowsaspiringheadteacherstodevelopextensiveexperience,itmayalsopresentchallengesinleadershipadaptabilityandsuccessionplanning.

Effectiveleadershippreparationextendsbeyondmeetingpromotionrequirements;itnecessitatesdeveloping holisticleaderswhopositivelyimpacttheschoolcommunity.Experience,knowledge,character,andacommitmenttolifelonglearningarecriticaltosuccessinthisrole.

TheKoreaneducationsystemiscentralised,andeducationpolicystrictlyregulatesheadteacherpromotionand appointment.Duetothehighpopularityofheadshippositions,theseregulationsareinplacetopreventor minimisepotentialconﬂicts.Theeducationsystemactivelyworkstomaintainstandardisationacrossschools, alignleadershipwithnationaleducationalgoals,andupholdaccountability,transparency,andprofessional standards.Aspiringheadteachersfollowtwomainpathways:aschool-onlypathwayandamixedpathwaythat includesrolesinbothschoolsandtheOﬃceofEducation.

Thisstudyinvestigatesthefeaturesofleadershippreparationinthesetwopathwaysandtheirinﬂuenceonﬁrstyearheadteacherpractice.Usingsemi-structuredinterviewsandshadowingwithtwenty-twoheadteachers,it examineshowdifferentpreparationroutesshapetheirabilitytoraisetheirvoice,engagewitheducationpolicy, andleadschoolseffectively.

Workshop/Roundtable

ExploringFacultyLearningCommunitiesinCanadaandthe UK:BridgingProfessionalDevelopmentandStudent Engagement

Sunday,6thJuly-10:00:Workshop/Roundtable(Shelley)-Workshop/Roundtable-AbstractID:238

Dr.AmyLeanMacArthur (CrandallUniversity),Dr.NancyMatthews (CrandallUniversity)

FacultyLearningCommunities(FLCs)inhighereducationarenotanewconcept;however,thereislimitedresearchonFLCsinhighereducationinCanadaandtheUKandtheoutcomeforstudents.Thatsaid,Professional LearningCommunities(PLCs)arewelldocumentedastenetswithinK-12settingswherestudieshaveshown positiveeffectsonteachercollaboration,professionaldevelopment,andstudentachievementbasedonprinciplesofcollaborativelearning,sharedleadership,continuousimprovement,reﬂectivepractice,andstudentcenteredness.Incomparison,FLCsfocusonbuildingfacultycommunities,anddevelopingscholarlypracticeof teachingandlearning.ThepursuedoutcomesofPLCsarealsobeneﬁcialatthehighereducationlevelwhere studentengagementiskey,notingthatengagementisholisticincludingacademicsuccess,well-being,andpersistenceineducation.

Therefore,thiscasestudyexaminesthepotentialofFLCstostrengthenfacultyprofessionaldevelopmentand collaborationandtofosterstudentengagement,academicachievement,mentorship,andretentiononuniversitycampusesinCanadaandtheUK.Thefollowingresearchquestionswillbeaddressed:1)HowdoFLCsexist inhighereducationandhowdotheydifferintheirformation,structure,andsustainabilitybetweenCanadian andUKuniversities?2)HowdoFLCsinﬂuencefacultymembers’professionaldevelopmentandpedagogical practices?and3)HowdoparticipationandengagementinFLCsinﬂuencestudentwell-being,academicachievement,mentorship,andretention?

Tworecentresearchstudieswillbebuiltupon,drawingfromaframeworkfordecision-makingandimplementation(author1,2019)andaframeworkofengagement(author2,2023).Thefirstwasaqualitativestudythat producedagroundedtheoryindecision-makingprocessesforeducationalleaders.Researchwasconducted withinapubliceducationsystemthroughinterviews,focusgroups,anddocumentanalysis.Thestudyrevealed themesof:a)collaborationandcommunication,b)knowledgeandskill,andc)balanceofautonomy,accountability,anddirection.Thesecondproducedacasestudyonfirst-yearstudentengagement.Researchwasconductedataprivateliberalartsuniversitythroughinterviewswithfacultyandstaffandsurveysconductedwith first-yearstudents.Thecasestudyrevealed:a)therewasadesirefromallplayers(students,faculty,andstaff) forstructuredobjectives,teaching,mentoring,advisement,andassessment;b)thatafocusonholistichealth isimportantforstudentengagement,andc)thereneedstobeanemphasisonindividualstudentdevelopment throughincreasedexpectations,service,theidentificationofacalling,andcareerpreparation. Furtherstudyinhighereducationacrossdifferentnationalcontextscanhelpfillthisgapintheliteratureand provideacomprehensiveandcomparativeunderstandingofFLCsandhelpidentifythekeyfactorsthatenable orconstraintheireffectivenessandimpact.Agoalofthisstudyistocreateadiagnostictoolthatfacultycanimplementontheircampusestoassesstheircurrentpracticesanddevelopeffectivefacultylearningcommunities forfacultyprofessionaldevelopmentandstudentengagement.

Workshop/Roundtable

PathwaystoHeadshipinstate-fundedschoolsinEngland: Barriersandenablerstoequitablerepresentationofethnicity atHeadship

Sunday,6thJuly-10:00:Workshop/Roundtable(Noblesse)-Workshop/Roundtable-AbstractID:144

Mr.KausorAmin-Ali (UniversityofBirmingham)

Headshipinstate-fundedschoolsinEnglandisunderrepresentedinBAMEethnicity.Themostrecentdatafrom 2023-24Schools’WorkforceCensusshowsonly937outof22,520headteachersinEnglandweredeclaredas BAMEethnicities(DfE,2024a).Thisis4.2%ofallheadships.Thisiscomparedto9.1%oftheschools’workforce (ibid.,2024a)whoareBAMEteachers.Lookingbackearlierinthepipeline,27.2%ofallInitialTeacherTraining (ITT)applicantswereBAMEstudents(DfE,2024b).

ThepurposeofthisstudyistoevaluatepathwaystoheadshipinEnglandandtoreﬂectonthejourneytoheadship.Thisstudywillanswertwokeyquestions.Whatarethepossiblebarrierspreventingamoreequitable representationbyethnicityinheadshipinEngland?Conversely,toconsiderwhatarethepossibleenablersto ensureamoreequitablerepresentation?

ThetheoreticalframeworkconsideredisthroughthelensofCriticalRaceTheory(DelgadoandStefanovic,2001) andanepistemologicalconsiderationofpragmaticism(Peirce,1878).Consequently,amixedmethodsstudy wascarriedout(TashakkoriandTeddlie2003;Cohen,ManionandMorrison2017;CreswellandPlanoClark 2018;Saunders,Lewis,andThornhill2009;RobsonandMcCartan,2016)usingaconcurrentdesign.Thiswas composedofasurveyquestionnairewassenttoallheadteachersinstate-fundedschoolsintheacademicyear 2022-23with599responsesobtained.Inparallel,twenty-onesemi-structuredinterviewswithparticipating headteachersfromarangeofcontextsandsettingsincludinglargesecondaryschools,smallprimaryschools, inregionsacrossEngland,withmaleandfemaleheadteachersfromWhitebackgroundsbutalsoafewBAME headteacherparticipants.

Thepreliminaryﬁndingsshowthatbarriersmayreﬂectsomeofthosefoundinpreviousstudies,suchasracism throughtobiasandpeersupportinfavourofpreservingthestatusquoofadisproportionatelyhighernumber ofwhiteHeadteachersandthushinderingthepathwaytoheadshipandcareerprogressionforaspiringBAME headteachers.

Thereflectivediscoursewithheadteachershasprovidedinvaluableinsightintowaystoconsiderandpolicy implicationsandspecificinterventionstofacilitateimprovedrepresentation.Theexpectedbeneficiariesfrom thisstudyinclude,butnotlimitedto,BAMEaspiringheadteachers;BAMEandWhiteheadteachers;Governing BoardandHumanResourcesinthesector.Thisstudywilladdtotheexistingresearchandliteraturebyprovidingamorerecentdatastudybutalsolookingatthefocusofpathwaystoheadship,ratherthantowardsschool seniorleadershipingeneral.Furthermore,apolicychangeconsiderationofapplicantsuccessratesbyethnicitybyschoolorganisation.Furtherstudiescouldbeconsideredonthegraduateentrytoteachingbyhigher educationalinstitutionsandentrytotheteachingprofessionasapathwaytoteachingstudy.

Workshop/Roundtable

Exploringhowembodiedcollagingsupportsthe meaning-makingoflearningandleadershipinschools

Sunday,6thJuly-10:00:Workshop/Roundtable(Coleridge)-Workshop/Roundtable-AbstractID:271

Ms.StephanieHill

(UniversityofCambridge),Dr.SuzanneCulshaw (UniversityofHertfordshire)

Globaleventsoverthepastfewyearshaveprovidedavisceralaccountofhowrapidly,andattimes,erratically, ourworldischanging.Theincreasinglyvolatileandunpredictablenatureofeducationhasbeenboththoughtprovokingandincrediblydestabilisingforeducators,researchers,andtheyoungpeoplewhomtheyserve.This bringswithitanopportunityforresearchersandresearchingpractitionerstoprovideprocessesandtoolsto supporteducatorsinnavigatingthiscomplexityandultimately,intransformingschoolorganisationsandsystemsthatnolongerserveouryoungpeople.

Thisworkshopinvitesparticipantstoconsiderwaysinwhichwecancreatesafe-enoughandmeaningfulphysicalandmetaphoricalspaceswherestudents,teachersandschoolleaderscanreﬂectupontheirlivedexperienceswithinschools.Informedbycomplexitytheoryandanti-oppressiveresearchapproachesthatconsider issuesofrepresentationandvoicewithinthepower/knowledgenexusandrecognisethatmeaningmakingis dynamic,interactiveandcollective,anddrawingontwoempiricalstudiesconductedacrossEuropeandthe UAE,theauthorsmakeacaseforpositioningarts-basedandembodiedapproachesalongsidemoreconventionalmethodsoflearning,reﬂectionandresearchineducation.

Thefirststudy,aEuropeanproject(ENABLES),exploredinnovativewaysofusingarts-basedandembodied methodsofcollaborativeanddistributedleadershipdevelopment.Thesecondstudyemployedcollage-making anddialogueprotocolstoenableaspacewherestudentsandteachersco-generatedinsightsintothemechanisms thatdrivelearningintheirownschoolorganisation.Bothstudiesfoundthatcollage-creationcansupportthe developmentofaffectiveattributes,aestheticawarenessandhabitsofaestheticreflexivity.Individualsengaged inthevisualratherthanthelinguistic,whichgavethemtheopportunitytomodifyanddeveloptheirthinking astheymovedobjectsaroundandaddedtotheircollage.Thisslowingdownofmeaning-makingoccasioneda deepreflectionthatledtonotablechangesinunderstandingandpractice.

Throughinteractiveandprovocativeactivities,theworkshopoffersparticipantsaglimpseintothewaysin whicharts-basedandembodiedapproachestomeaning-makingandreﬂection,suchascollage,facilitatenew waysof‘seeing’,andthinkingabout,learningandleadershipwithinschools.

Workshop/Roundtable

DevelopingSelf-LeadershipforSuccess:Itstartswithyou

Sunday,6thJuly-10:00:Workshop/Roundtable(Keats)-Workshop/Roundtable-AbstractID:124

Dr.LewisFogarty (BrunelUniversityLondon)

Inthisworkshopindividualswillbechallengedtoreﬂectontheirself-leadershipskillsandhowtheseareexhibitedwhenworkingwithothers,bothcolleaguesandstudents.Self-leadershipisatermintroducedtoacademic literatureover30yearsago(Manz&Sims,1980)andaroundthistimeManz(1986)statedthateventhoughbehaviourisoftensupportedbyexternalforces,actionsareultimatelycontrolledbyinternal,notexternal,forces.

MorerecentlyNeck,ManzandHoughton(2019)deﬁnedself-leadershipasaself-inﬂuenceprocessbywhich peopleachievetheself-directionandself-motivationnecessarytoperform.

Explorationsaroundthisliteraturealongsidepersonaldevelopmentliterature,suchasClear(2018)aswellas personalexperiencesineducationalleadership,hasledtheauthortocreateaTableofElementsforExcellent Self-Leadership.Thistablegroupselementsintofivegroups:PowerfulMindset,Resourceful,Courageous,ImpactfulandResponsive.Thesegroups,andtheelementswithinthem,willbethefocusofthisworkshop.More specifically,elementssuchasbeingtimesensitive,makingconsciousconnectionsandfindingcomfortindiscomfortwillbeexploredanddiscussedindetail.

Therearemanypositivestodevelopingself-leadership,includinghavingaclearsenseofpurposeandlivinga morefulfillingandimpactfullifewhereyouworkmoreeffectivelywithothers,whichisvitalineditionprofessions.Theimportanceofemotionalintelligenceiswelldocumentedinhelpingprofessionalslikeeducation, forexample,East(2019)andinrelationtothisRauthmannandSachse(2011)reportedthatself-leadershipisa processforimprovingsocio-emotionalintelligence,inthatawarenessandregulationofone’semotionalstate isbetterenhancedbyapersonwhotakesaccountabilityoftheirthoughtsandbehaviours.Educationalorganisationsthatcanpromotethiswiththeireducatorsandstudentswillbemorelikelytohavepositiveculture ofgrowthforall.Ultimately,assuggestedbyPrapavessis,MacNamara,andDoherty(2021)developingselfleadershipwillleadtodevelopingspecificbehaviouralandcognitivestrategiesdesignedtoinfluencepersonal effectivenesspositively,thisiswhattheauthorstrivesforwiththisworkshop. Ifindividualscanberesourcefulbybeingawareoftheimportanceoftimeandtherelationshipstheyform, aswellashavinganeyeforimpact,andowntheirchoiceswithcourage,theywillbemuchmorelikelyto workeffectivelywithothersandwithineducationalorganisations.Atanorganisationlevelthiscanhavemany benefitsforcultureandoutcomesandlikewise,onapersonallevelitcanleadtomeaningfuldevelopmentand amorefulfillinglife.

Symposium-Educational LeadershipPreparation andDevelopment:An InternationalandFuture FocusedPerspective

EducationalLeadershipPreparationandDevelopment:An InternationalandFutureFocusedPerspective

Sunday,6thJuly-11:15:Symposium-EducationalLeadershipPreparationandDevelopment:AnInternational andFutureFocusedPerspective(Noblesse)-Symposium-AbstractID:114

Dr.BerniMoreno (TheUniversityofMelbourne),Prof.DavidGurr (TheUniversityofMelbourne),Dr.PengLiu (Universityof Manitoba),Dr.HelenGoode(TheUniversityofMelbourne),Dr.LawrieDrysdale(TheUniversityofMelbourne)

Theme1Afuture-focusedapproachtothepreparationanddevelopmentofteacherandmiddleleaders Thispaper/presentationispartofasymposiumfocusedonthefuturedirectionofeducationalleadershippreparationanddevelopmentbasedonaforthcomingbookbytheInternationalSchoolLeadershipDevelopment Network.Thebookhasfoursections;thispaper/presentationfeaturesthesectionona future-focusedapproach tothepreparationanddevelopmentofteacherandmiddleleaders,withcontributionsfromauthorsofthetwo chapters.

Often,werefertoeducationalorschool“leaders,”wheninfacttheresearchisfocussedonschoolprincipals ortheirequivalent.Forexample,the2024/5UNESCOGEMreportwasaboutleadershipineducation;despite acknowledgingmanytimesthatleadershipfrommanywasneededanddevotingoneofeighteenchaptersto sharedleadership,whentheauthorsconceptualisedleadershipattheschoollevel,thedivisionwassimply between“principals”and“others”(viceprincipals,teachers,parents,students,andcommunities),andmostof theresearchevidencerelatedtoprincipals.Thispaper/presentationfocusesonsomeofthe“others”—achapter onteacherpreparation(PaperA)andanotheronteacherandmiddleleaders(PaperB).

Bothchaptersdiscussthecriticalneedforleadershipdevelopmentineducation,emphasisingtheevolvingdemandsandchallengesfacedbyeducationalleaders.Examiningtheﬁndingsuncoversseveralkeypatternsthat offerimportantinsightsintothefutureofeducationalleadershippreparationanddevelopmentandguidethe formulationofpolicyandpracticeforschools,schoolleaders,andsystems.

ImportanceofTeacherandMiddleLeadership: Bothchaptershighlightthegrowingimportanceofteacher andmiddleleadershipwithinschools.ChapterBemphasisesthatteacherandmiddleleadershiprolesaregainingtractiongloballyduetotheirinﬂuenceonprofessionalpractice,collaboration,andschoolimprovement. Similarly,theauthorsofChapterApointoutthenecessityforpreserviceteachersinCanadatodevelopleadershipcompetenciesearlyintheircareerstonavigatethedynamiceducationallandscape.

ChallengesinEducation: Botharticlesidentifysigniﬁcantchallengesfacingtheeducationsector.ChapterA mentionschangesincommunityandschooldemographics,societaltransformations,increasedaccountability, andevolvingexpectations.ChapterBdiscussestheglobalincreaseinteacherstressandworkintensiﬁcation, leadingtoteachershortages.Thesechallengesnecessitaterobustleadershiptoguideschoolsthroughperiods ofuncertaintyandchange.

NeedforComprehensiveLeadershipPreparation: Thereisaconsensusthateffectiveleadershippreparation iscrucial.ChapterAarguesforembeddingleadershiplearningwithininitialteachereducationcurriculain Canada,whilePaperBproposesafuture-focusedapproachtoleadershipdevelopmentthatequipsleaderswith skillstomanagearapidlychangingeducationalenvironment.

GlobalandLocalPerspectives: Botharticlesrecognizetheneedtoaddressbothlocalandinternationaleducationalchallenges.ChapterAfocusesontheCanadiancontextbutacknowledgesglobalinﬂuencessuchas demographicshiftsandtechnologicaladvancements.ChapterBprovidesaglobaloverviewandusesAustralia asacasestudytoillustratebroadertrendsandimplicationsforleadershipdevelopment.

EducationalLeadershipPreparationandDevelopment:An InternationalandFutureFocusedPerspective

Sunday,6thJuly-11:35:Symposium-EducationalLeadershipPreparationandDevelopment:AnInternational andFutureFocusedPerspective(Noblesse)-Symposium-AbstractID:115

Dr.IanPotter (UniversityHuddersﬁeld),Dr.CristinaMoral-Santaella (UniversityofGranada),Prof.BPatriciaSilvaGarcía (UniversityBarcelona),Dr.SeraﬁnAntúnez (UniversityBarcelona),Dr.CharlesSlater (CaliforniaStateUniversityLongBeach)

Theme2Leadershippreparationforequity,inclusion,andsocialjustice

Thispaper/presentationispartofasymposiumfocusedonthefuturedirectionofeducationalleadershippreparationanddevelopmentbasedonaforthcomingbookbytheInternationalSchoolLeadershipDevelopmentNetwork.Thebookhasfoursections;thispaper/presentationfeaturesthesectiononleadershippreparationfor equity,inclusion,andsocialjustice,withcontributionsfromauthorsofthreeofthefourchapters.

Thepaper/presentationispartofthehistoryofISLDNresearchers’explorationofsocialjusticeleadership.At thebeginningoftheISLDN,researchersexploringsocialjusticeleadershipinschoolsdevelopedaconceptual modeltoidentifytheinterplaybetweenthemicro,meso,andmacrolevelsofsocialjusticeleadership.The researchexploredeightcountrycontextsandreportedﬁndingsinmorethan30publications,includingedited booksandspecialissuesofjournals.Itwasshownthatprincipalshadastrongsenseofpersonalidentityshaped bytheirvalues,education,andlifeexperiences.Theguidingvaluesoftheprincipalscoveredtheareasofsocial, personal,andprofessionalvalues.Theyhadastrongsenseofmissionandmoralpurpose.Fortheseleaders, socialjusticewentbeyondrhetoric.Theytookanactivestancebyrecognizinginjusticeamonggroups,acquiring necessaryresources,redistributingresources,andprovidingopportunitiesforthemarginalised.Intermsof theirqualities,theywereproactiveratherthanreactive,highlyvisibleintheirschools,andactedasrolemodels. Thechaptersdelveintovariousdimensionsofleadershippreparationanddevelopmentforequity,inclusion, andsocialjusticeineducationalsettings.Despitetheirdifferentfocalpoints,certainpatternsandthemes emergethatprovideacomprehensiveunderstandingofthekeyfactorsinﬂuencingeducationalleadershipfor socialjustice.

Fosteringimportantleadershipskills: ChapterAsuggestscreatinga“PortraitofanAdministrator”outlining theskillsandcompetenciesneededtopromoteinclusivelearningexperiences,includingtheskillsandresources toeffectivelyusetechnologytoadvancesocialjusticeineducation.ChapterBencouragesthedevelopmentof anoptimistic,resilient,andemotionallyintelligentleadershipmindset.

Buildingadultegoandcriticalself-reflection: ChapterCdiscussesthenecessityforprincipalstoreachat leasttheindividualisticstageofadultegodevelopmenttobeeffectiveleadersforinclusionandsocialjustice. Additionally,leadersmustbeawareoftheirdispositionsandcontinuouslystriveforgrowth.Similarly,Chapter Bunderscoresthesignificanceofcriticalself-reflectionactivitiestodevelopleadersforsocialjustice.

Collaboratingwithinandbeyondtheschoolcommunity: Buildingnetworksandstrategicpartnershipsis seenasvitalforlong-termsuccess.Forexample,ChapterDstressestheimportanceofbuildingnetworkswith otherschoolsandlocalsupportservicestopromotecollaborationandsharedresources.ChapterAcallsfor collaboratingwithcommunityorganisationstomonitorandenhancethedepthandbreadthofdigitalinclusion intheschoolsystem.

Developinggoodleadershippreparationprograms: ChapterDsuggestsdevelopingleadershippreparation programsthatfocusonsocio-educationalrealityandnetworkingwithinternalandexternalagents.ChapterB emphasisesdevelopingameaningfulandsoundteaching–learningprogramaimedatsocialjusticeandsustainabledevelopment.

EducationalLeadershipPreparationandDevelopment:An

Sunday,6thJuly-11:55:Symposium-EducationalLeadershipPreparationandDevelopment:AnInternational andFutureFocusedPerspective(Noblesse)-Symposium-AbstractID:116

Dr.SuzyHardie (UniversityofSouthCarolina),Ms.AlisonMitchell (UniversityofGlasgow)

Theme3School,community,anduniversitypartnershipsforleadershippreparationanddevelopment

Thispaper/presentationispartofasymposiumfocusedonthefuturedirectionofeducationalleadershippreparationanddevelopmentbasedonaforthcomingbookbytheInternationalSchoolLeadershipDevelopment Network.Thebookhasfoursections;thispaper/presentationfeaturesthesectiononschool,community,and universitypartnershipsforleadershippreparationanddevelopmentwithcontributionsfromtheauthorsof twoofthethreechapters.

Educationalleadershipthatfocusesoninternalandexternalnetworksislikelytobemoreeffectiveandlead togreaterorganisationalsuccess.Networksandnetworkingarepartofthesuiteofpracticesshowntohavea positiveimpactonleadershipdevelopment,andtherehavebeencallsformoreresearchonnetwork-enhanced leadershipdevelopment.Thethreechaptersinthissectionofthebookrevealseveralpatternsinthisareaofresearchthatarecrucialforunderstandingthecurrentlandscapeandfuturedirectionsofeducationalleadership preparationanddevelopment.

ThePowerofPartnerships: Thepowerofpartnershipsinleadershippreparationisunderscoredbyallthe chapters.ChapterAarguesthatschool–universitypartnershipsserveaslaboratoriesforeducationalexperimentation.Thesepartnershipsareessentialfordevelopingeffectiveandresponsiveleadershippreparation programs,astheyfacilitateinnovativeapproachesandpracticalinsights.ChapterBbuildsonthisbyillustratinghowResearch–PracticePartnerships(RPPs)contributetohigh-quality,sustainableprofessionallearning opportunities.RPPsnotonlysupportongoingdevelopmentbutalsoensurethatlearningisdeeplyintegrated withreal-worldchallengesandsolutions.ChapterCcomplementstheseviewsbyhighlightingthepositiveimpactofuniversity/districtpartnerships.Together,thesestudiesillustratethosepartnershipsbetweenschools anduniversities,aswellasbroaderRPPs,arecrucialforcreatingdynamicandeffectiveleadershippreparation programs.

BridgingTheoryandPractice: ChapterAemphasisestheneedforauthentic,ﬁeld-basedlearningopportunitiestoeffectivelybridgethegapbetweentheoryandpracticeinleadershippreparation.Theauthorsarguethat suchexperiencesarecrucialforpreparingleaderstoapplytheoreticalknowledgeinreal-worldsettings.ChapterBsupportsthisviewbyhighlightingtheroleofRPPsinfosteringinterdisciplinarycollaboration.RPPsare instrumentalinconnectingtheoreticalknowledgewithpracticalapplication,therebyenhancingtherelevance andeffectivenessofleadershippreparation.

AddressingUniqueChallenges: Toaddresstheuniquechallengesfacedbyruralandhigh-povertyschools, ChapterAemphasisestheimportanceofdevelopingleadershipskillsspecificallytailoredtothesesettings.The authorsarguethatRPPsareessentialforenhancingthecapacityofschoolleaderstotacklecomplexissues uniquetotheseenvironments.RPPsfacilitatedata-drivencontinuousimprovementpracticesandpromotecollaborationbetweeneducatorsandresearchers,therebysupportingeffectiveproblem-solvinginchallenging contexts.Inaddition,ChapterChighlightsthenecessityofpoliticalacuityinleadershippreparation.Politicalacuityiscrucialforeffectiveleadership.Successfulprogramsmustconsiderthecontextualfactorsthat influencethepracticalapplicationofcriticalleadershippraxis.Byintegratingpoliticalacuityintoleadership development,programscanbetterprepareleaderstoaddressthespecificchallengesandopportunitiesthey encounterinreal-worldeducationalsettings.

EducationalLeadershipPreparationandDevelopment:An InternationalandFutureFocusedPerspective

Sunday,6thJuly-12:15:Symposium-EducationalLeadershipPreparationandDevelopment:AnInternational andFutureFocusedPerspective(Noblesse)-Symposium-AbstractID:117

Prof.PamelaAngelle (TheUniversityofTennessee),Dr.KarenBryant (UniversityGeorgia),Dr.JulieHarvie (Universityof glascow),Dr.SylviaRobertson (UniversityOtago),Dr.MicheleMorrison (UniversityWaikato),Dr.NathernOkilwa (Baylor University)

Theme4Leadershiptrainingprogramsforfutureleadershipdevelopment

Thepaper/presentationispartofasymposiumfocusedonthefuturedirectionofeducationalleadershippreparationanddevelopmentbasedonaforthcomingbookbytheInternationalSchoolLeadershipDevelopment Network.Thebookhasfoursections;thispaper/presentationfeaturesthesectiononleadershiptrainingprogramsforfutureleadershipdevelopmentwithcontributionsfromtheauthorsofﬁveofthesevenchapters. Inthissection,allthechaptersfocusondescribingapproachestofutureleadershipdevelopment;oneobservationisthatleadershiptrainingprogramsacrossdifferentcontextsrevealavarietyofapproachesaimedat equippingfutureleaderswiththenecessaryskillstoaddresstheevolvingchallengesineducationalenvironments.Someofthekeyﬁndingsincludethefollowing.

CulturallySustainingLeadership: Leadershiptrainingshouldequipleaderswiththeskillstosustainand promotecultural,linguistic,andethnicdiversitywithinschools.AccordingtoPaperA,culturallysustaining leadershipextendsbeyondmereculturalcompetence.Itinvolvesactivelypromotingandintegratingdiversity intotheeducationalenvironment.Inasimilarvein,PaperEhighlightsthecriticalroleofleadershipinaddressingstudents’diverseculturalbackgrounds,especiallyduringchallengingperiodssuchastheCOVID-19 pandemic.

ContinuousImprovementandReflectivePractice: Leadershipprogramsneedtoadoptcontinuousimprovementstrategiesandencouragereflectivepractice.PaperBadvocatesfortheincorporationofactionresearch intoeducationdoctoralprograms,notingthatitsupportscontinuousqualityimprovementbypromotingcritical reflectionandactivestakeholderengagement.Similarly,PaperEstressestheimportanceofreflectivepractice, particularlyamongmiddleleadersduringthepandemic.

InnovativeandInterdisciplinaryApproaches: Preparingleaderstoaddressthecomplexitiesofmoderneducationalenvironmentsrequiresadoptinginnovativeandinterdisciplinaryapproaches.Thisinvolvesintegratingdiverseﬁeldsandcreativeproblem-solvingstrategiesintoleadershiptraining.Forexample,PaperGcalls fordisruptingtraditionalleadershippreparationmodelsbyincorporatinginterdisciplinaryprograms,microcredentialcourses,andinnovativepractices.PaperFemphasisestheimportanceofalongitudinalandcomprehensiveapproachtoleadershipdevelopmentthatspansanentirecareer,integratingdiversecontentand learningexperiences.

DemocraticandEthicalLeadership: Developingdemocraticandethicalleadershipcapabilitiesisessentialfor preparingleaderstoaddresscomplexculturalandethicalissues.PaperDstressestheimportanceoftraining programsthatequipprincipalstomanageculturalandethicalchallengesandtoadvancedemocraticvalues withintheschoolcommunity.Similarly,PaperAhighlightstheethicaldimensionsofculturallysustainingleadership,emphasisingtheneedforleaderstoactivelypromoteequityandinclusion.

Well-BeingandRelationalAspectsofLeadership: Leadershipprogramsmustprioritiseboththewell-being andrelationalaspectsofleadership.Forinstance,PaperEunderscoresthesigniﬁcanceofteamwork,staffwellbeing,andovercomingbarrierstoleadershiproles,especiallyduringtheCOVID-19pandemic.Similarly,Paper Creﬂectsonthenecessityofdevelopingastrongleadershipidentityandcriticalliteracyamongaspiringleaders, withafocusonrelationaldynamicsandpersonalwell-being.

RejuvenatingSchoolLeadershipPreparationand Development:LessonsfromtheCOVID-19Pandemic

Sunday,6thJuly-12:35:Symposium-EducationalLeadershipPreparationandDevelopment:AnInternational andFutureFocusedPerspective(Noblesse)-Symposium-AbstractID:254

Dr.NathernOkilwa (BaylorUniversity),Dr.BruceBarnett (UniversityofTexasatSanAntonio),Dr.SusanCleveland (NorthsideIndependentSchoolDistrict)

TheCOVID-19pandemicdisruptedtheeducationalsystemsaroundtheworldandfurtherexposedandmagniﬁedthegapswithinthesystems.Therecoveryisongoing.Emergingevidenceindicatesthateducational systemsaswellasschoolleaderswereill-preparedforthemagnitudeofdisruptionoftheCOVID-19crisis.In recognizingthepivotalroleofschoolleadersthen(duringthepandemic)andnow(recoveryprocess),thepurposeofthischapteristoreimaginenewwaysofpreparinganddevelopingschoolleadersthatareequipped tomeetthecomplexdemandsandever-expandingscopeoftheirjobs.Consequently,thischapterproposesa future-orientedlongitudinalpartnershipmodelforpreparinganddevelopingschoolleadersandresearching itsimpactonschoolleaders’practices,teachereffectiveness,andstudentlearningoutcomes.

Symposium-Balancing theSelfandtheSystem: PersonalJourneysand CollectiveGoalsin

EducationalLeadership inMalta

BalancingtheSelfandtheSystem:PersonalJourneysand CollectiveGoalsinEducationalLeadershipinMalta.LeadershipandWomen:theSpacebetweenUs.Narrating ‘my-self’andtellingthestoriesofseniorfemaleeducational leadersinMalta.

Sunday,6thJuly-11:15:Symposium-BalancingtheSelfandtheSystem:PersonalJourneysandCollective GoalsinEducationalLeadershipinMalta(Coleridge)-Symposium-AbstractID:147

Dr.RobertVella (MSEAM)

Thisqualitativeresearchstudyexploredtheperceptionsandexperiencesofseniorfemaleeducationalleaders intheDepartmentofEducationinMalta.AlthoughMalta’slawsrelatingtogenderequityareinlinewiththose oftheEU,traditionalbeliefsandvalues,includingthoseinﬂuencedbytheCatholicchurch,meanthatinmany areasofsociallife,womenandgirlscontinuetobeperceivedtobeinferior.Itisalsothecasethatthegender gapinMaltainmanysectorsisoneofthehighestinEurope.

Thestudywasframedwithintheconstructivistandinterpretivistparadigmandtookanarrativeapproach.I havelookedatgenderandleadershipthroughalensofsocialjusticeratherthanfeminism.Datawereanalysed manuallyusingahybridapproachmethodtodecideontherelevantthemes.Anautoethnographicapproach wasalsoemployed,wherebyIcriticallyexaminedandreflectedonmyexperiencesoffemaleleaders. ThefindingsfromthestudydemonstratedthatwomenineducationalleadershipinMaltahavetofacechallengesspecifictothembeingfemales.Thestudyrecommendsamongotherthings,realfamily-friendlymeasuresbyorganisations;organisedprofessionaldevelopmentprogrammesforwomeninleadershipandforthose aspiringtobeleaders;andtrainingprogrammesfocusedonhowtobuildhealthycollegialrelationships.

DistributedLeadershipTowardsWhole-SchoolCurricular ReforminaMalteseIndependentSchool

Sunday,6thJuly-11:30:Symposium-BalancingtheSelfandtheSystem:PersonalJourneysandCollective GoalsinEducationalLeadershipinMalta(Coleridge)-Symposium-AbstractID:192

Mr.HeathcliffSchembri (MaltaSocietyofEducationalAdministrationandManagement(MSEAM)),Ms.BernadetteStivala (MaltaSocietyofEducationalAdministrationandManagement(MSEAM))

Symposium-BalancingtheSelfandtheSystem:PersonalJourneysandCollectiveGoalsinEducationalLeadership inMalta

ThispaperexaminesacurriculumreformprojectimplementedintheEarlyYears(3-7years)andJunior(8-10 years)sectorsofanindependentschoolinMalta.Reﬂectingtheconferencethemeofexperiencingturbulence andreformineducation,theinitiativesoughttointegrateachild-centred,emergentcurriculumapproachwhile addressingnationallearningoutcomes.Itevolvedintoaproject-basedlearningmodelforolderstudents,fosteringinterdisciplinaryconnectionsandreal-worldproblem-solvingskills. Thereformjourneyunderscoresthesymposium’sthemeofbalancingpersonalandcollectiveleadership. Mixed-methodstools,includingquestionnaires,SWOTanalysis,andCommunityofProfessionalEducators (CoPE)sessions,aswellasinteractiveparentworkshops,wereemployedtocriticallyexaminechallengesand co-constructsolutions.Initially,individualresistanceamongeducatorshighlightedthetensionbetweenestablishednormsandinnovativepractices.Throughdistributedleadershipandcollaborativestrategies,school leadershipcultivatedasharedvisionandcollectiveownershipofpedagogicaltransformation. Findingsrevealthelinksbetweenindividualagencyandcollectiveactioninreformefforts.Byaligningdiverse stakeholderperspectives-teachers,parents,andschoolleaders-theprojectbridgedresistanceandfostereda cohesiveeducationalapproach.Thisresearchillustrateshowcollaborativeleadershippractices,underpinned byrobustmethodologicalframeworks,canmitigateturbulence,drivesustainablereform,andenhancesystemic developmentineducationalsettings.

BalancingtheSelfandtheSystem:PersonalJourneysand CollectiveGoalsinEducationalLeadershipinMalta-Leading leaders:DiscourseanalysisofaspeechforHeadsofSchools

Sunday,6thJuly-11:45:Symposium-BalancingtheSelfandtheSystem:PersonalJourneysandCollective GoalsinEducationalLeadershipinMalta(Coleridge)-Symposium-AbstractID:242

Dr.AngelePulis (InstituteforEducation)

Thisstudyexaminedhow,duringaspeech,thespokenwordofaleaderwascommunicatedandhowitwasappraisedbytheaudience.Throughacasestudy,theresearchexaminedaspeechdeliveredbyaleadertoother leaders.AHeadofCollegeNetwork,whoistheHeadsofSchools’superiornext-in-linemanager,addresseda groupofHeadsofSchools.Theaimofthestudywastofindouthowthecontentandthedeliveryofthespeech wereplannedandexecutedbytheoratorand,inturn,howthespeechwasreceivedandinterpretedbythe audience.Theresearchprocesswasconceivedanddevelopedunderthetheoreticalframeworkofhermeneutics.TheresearchmethodologywasdiscourseanalysisanditconflatedSpeechActsTheoryandAristotelian Appeals.TheperspectivesoftheHeadofCollegeNetworkandtheHeadsofSchoolswereexaminedandcontrasted.Thefindingsshowedthattheappealstopathos-toemotions-duringthespeech,broughtaboutthe strongestreactionsintheparticipants.Theintegratedoutcomesemanatingfromthestudywereutilisedto formulaterecommendationsforeducationalleaders,tofacilitatemoreefficaciousspeeches.

SYMPOSIUMBalancingtheSelfandtheSystem;Turningthe Tide:Reimaginingdemocraticleadershipthroughcooperative governanceinMalteseschools.

Sunday,6thJuly-12:00:Symposium-BalancingtheSelfandtheSystem:PersonalJourneysandCollective GoalsinEducationalLeadershipinMalta(Coleridge)-Symposium-AbstractID:248

Mr.MarioMallia (InstituteforEducation)

Cooperativeschoolshavemanagedtoflourishbypushingthemselvesthroughwindowsofopportunitythat arose,attimesinadvertently.IntheUK,neoliberalpoliciesthatsoughttodissolvethelinkbetweenschools andlocalauthoritiesopenedthedoorforcooperativeschools.IntheBasqueregion,cooperativeschoolsput theirfootintheclosingdoorastheFrancodictatorshipsoughttoreinforceanationalistagenda.Thispaperwill makethepoint,withaspecificfocusontheMaltesecontext,thatcooperativeschoolsshouldnotmerelycome aboutasifsneakingthroughawindowleftunwittinglyajar,butthroughaconsciousandconcertedeffortby educationalleaderstoenvisionandmakespaceforbroaderownershipanddemocracyinschools,particularly inthestateandstate-financedsectors.

Byandlarge,educatorsinMaltaremainfarremovedfromschoolgovernance,whichremainslargelysubservienttoatop-downapproach.Thedefinitionofparticipationanddemocracyingovernanceislimitedto policyconsultation,leavingissuesrelatedtoownership,‘togetherness’,fragmentation,democraticorganisationoflabour,andtheconsequentpotentialforacounter-narrativeineducationrelativelyuntouched. However,theremaybeopportunitiesworthexploring.TheNationalEducationStrategyfor2024-30,recently published,establishesWellbeing,GrowthandEmpowerment,togetherwithEquityandInclusionasitsmain pillars.TheCooperativesSocietiesActisbeingreviewed.Thestate-financedchurchschoolsectoriscurrently grapplingwithacriticalmomentasitreflectsuponasharpdeclineinthenumberofreligiouswholeadthe schoolsanditsconsequencesongovernance,includingtheinevitableinclusionofthelaity.Morebroadly,the EuropeanUnionofwhichMaltaisamember,iscallingfora‘newpush’onEuropeanDemocracy,evenifpossibly conditionedbyamovetothepoliticalRight.

Thispaperwillmakethecasethatthishistoricaljuncture,providesacriticalmomentforMalteseeducatorsto claimstrongercontrolovertheirworkthroughcooperativemodelsofgovernanceinschools.Itwillcritically explorethewindowsofopportunityindifferenteducationalsectorsandsuggestwheretractionismostpossible anddesirable.Itwillalsomakethecasefornetworkingwithcooperativeschoolselsewhere,theneedforasystematiclookatteachertraining,andtheuseofEUinstrumentsthatconnectpeopleandinstitutionstointrigue andenlighten.Itwillbearguedthatsuchapushhasthepotentialtodevelopcooperativeschoolingnotasa mereafterthoughtbutasatangibleanddesirableavenueofdemocraticleadershipandeducationalpossibility.

PosterPresentations

PositioningInternationalBaccalaureatewithinKazakhstan’s CentralizedSchoolingField:AContextualandStructural Analysis

Sunday,6thJuly-11:15:PosterPresentations(RenaissanceSuite)-Poster-AbstractID:56

Ms.MiramgulMashtakova (TheUniversityofManchester)

ThispaperalignswiththeGovernanceandPolicystrandbyprovidingacontextualandstructuralanalysis ofKazakhstan’sschoolingﬁeldandthepolicyimplicationsfortheInternationalBaccalaureate(IB)programs. Basedonareviewofcurrentliteratureandpolicydocuments,thispapershowshownationalpoliciesposition IBschoolswithinKazakhstan’scentralizededucationsystem,highlightingthecomplexconditionsinwhichIB programsoperate.

Contextually,theKazakhstanischoolingﬁeldissituatedwithinrecentreformsthataimtoimproveeducational qualityandalignitwithinternationalstandards.Thesereformshaveinvolvedchangesincurriculum,assessmentsystems,teachingapproaches,teacherappraisalsystem,andtheintroductionofpercapitafundingfor schools.

Structurally,theKazakhstanischoolingﬁeldremainshighlycentralized,withgovernmentstructuresholding signiﬁcantpoweroverhowschoolsoperate.AlltypesofschoolsarerequiredtocomplywiththeStateCompulsoryEducationalStandard,whichprescribesthecontent,curriculum,teachingload,andteachingmethods acrossdifferenteducationallevels.

IntermsofIBprograms,policyanalysisrevealsthatwhileIBprogramsarelegallyallowedforalltypesof schools,onlyschoolswithautonomousandinternationalstatushaveagreaterautonomytoenactIB,while othertypesofschools(publicandprivate)havetodoitwithintheboundariesoftheStateCompulsoryEducationalStandardwhichchallengethemtointegratebothIBandstate-mandatedrequirements.Additionally, thegovernmentallowsprivateschoolsthatenactIBprogramstochargehighertuitionfeescomparedtoother privateschools,positioningIBasadistinct,exclusivealternativewithintheschoolingﬁeld.

ThispaperarguesthatthesepoliciesrestrictIBaccessprimarilytoprivateandschoolswithspecialstatus, marginalizingpublicschoolsthatenactIB.Consequently,IBispositionedasanelitistprogram,reinforcing educationalinequities.

ProblematizingEducationalPolicyintheArabContext: ChallengesandImplications

Sunday,6thJuly-11:23:PosterPresentations(RenaissanceSuite)-Poster-AbstractID:126

Mrs.RayanKaterji (AmericanUniversityofBeirut(AUB)&UniversityofGlasgow)

ThisposterexaminesthecomplexitiesandchallengesassociatedwitheducationalpolicyintheArabregion,a turbulentlandscapemarkedbyambiguityandinsufficientresearch.Itisbasedonanongoinglargerandmore comprehensivestudybeingconductedaspartofadoctoraldissertationthatemploysaninterpretivistqualitativeresearchapproachutilizinginterviewsandpolicyanalysistodevelopacontextualizedunderstandingof policyadvocacyprocessinfourArabcountries:Lebanon,Jordan,Kuwait,andOman.Thefocusofthisposter, however,willbeonthepreliminarypolicyanalysisconductedtoanalyzethenatureofeducationalpoliciesin thesecountrieswhichhelpscomprehendthecontextualsettingformylargerstudy.Althoughcoveringfour countriesmayinitiallyseemextensive,thenatureofeducationalpoliciesandtherelativelylimitedvolumeof educationalpolicydocumentsinthesecountriesrenderthisapproachfeasible.Despitevariationsinstructure andcontentofthesepolicies,theyoftensharecommoncharacteristics.Influencedbyhistorical,social,andpoliticalcontexts,manyeducationalpoliciesexperienceturbulenceduetoongoingpoliticalinstability.Theyare alsorecognizedtobearcolonialresiduesorconformtoneoliberaldemands.Theypredominantlymanifestas legislativeandadministrativedirectivesfocusingonregulatorycompliance,marketization,andprivatization, neglectingtheneedforacomprehensiverationaleorstrategicvisionforeducation.Governmentauthorities developpolicieswithincentralizededucationalsystemsfollowingatop-downapproach.Thiscentralization limitsautonomyoflocaleducationalinstitutionsandeducators,resultinginmandatesthatlimittheirabilityto makedecisionsbasedonneedsoftheircommunities.Statepoliciesincludeaccountabilitymeasures,standardizednationaltesting,andschoolinspections.Incertaincountries,policiesaredisseminatedthroughofficial newsletters,resultinginfragmentedandscattereddocumentsresemblingamaze-likestructure.Thisdisorganizationcomplicatesnavigationandcomprehension,ultimatelyhinderingusabilityandchancestorefinethose policies.Inothercountries,policiesmaybeaccessibleonministrywebsites.Whilethisreflectsbetterdocumentation,archiving,andorganization,theyoftenstillfallshortinmeetingnecessarystandardsforbothformatting andcontent.Besides,despitesomeadvancementsininformationsystems,asystemicdeficiencyinevidencebaseddecision-makingandresearch-drivenpolicyformulationpersists.Thismakespoliciesfailtoaddressthe needsandchallengesfacedbyeducatorsandstudents,misallocateresources,andhindercontinuousimprovementeffortsduetoalackofmonitoringandevaluation.Finally,manypoliciesofteninvolvetheimposition ofprojectsorinitiativesdevelopedthroughpartnershipswithlocalandinternationalfundingagencies.These entitiesusuallyaimtosteerschoolimprovementbutarefoundineffectiveandunsustainableintheArabcontextwithcriticismsdirectedattheseinitiativesforbeingblindtoregion’scontextandlocalcultures.Through thisposter,IaimtopresentanuancedunderstandingoftheturbulentnatureofeducationalpolicyintheArab regionandthecomplexitiesandchallengesassociatedwithit.Thisresearchadvocatesforlocalreformsthat developnewpoliciesthatarebetterformulated,thoroughlydocumented,moreaccessible,responsivetolocal schoolneeds,inclusivetopractitioners,andsupportedbydataandevidence-basedpractices.Additionally,it opensavenuesforfurtherresearchonthisunderexploredtopicintheArabcontext.

PolicyDevelopment,ImplementationandDisconnection: ExploringStakeholders’PerspectivesontheWorkforceCrisis inEngland’sEarlyYearsSector

Sunday,6thJuly-11:31:PosterPresentations(RenaissanceSuite)-Poster-AbstractID:274

Ms.CristinaMotoca (UniversityofRoehampton)

Thisresearchstudyexploresstakeholders’perspectivesontheworkforcecrisisinEngland’searlyyearssector. Itexamineshowpoliciesweredevelopedandimplemented,wheredisconnectsarisebetweenpolicyintentand practicalrealities,andhowthesegapsmighthaveinﬂuencedtheearlyyearsworkforcecrisis.Thejustiﬁcation forthisfocusstemsfromthreefactorsthatconnectthetermspolicy,practiceandresearch.

Reviewingtheexistingliterature,theresearchersituatesthisstudywithinthebroaderearlyyearsresearchﬁeld toaddresstheresearchaims,emphasisethestudy’srationaleandprovideatheoreticalframeworktoguidethe dataanalysisanddiscussionoftheﬁndings.

Theearlyyearssectorhasfacedsignificantandpersistentchallengesforalmostthirtyyears.Ontheonehand, theconstantpressureofdealingwithintensivepolicychangestoraisethequalityofprovisionsforchildrenand theirfamilies,affordabilityandavailability,andontheotherhand,withpressingissuesrelatedtoworkforce attractionandretention.Earlyyearsreferstotheeducationandcareprovidedbyanyearlyyearsorganisation tochildrenfrombirthuntilagefive.InEngland,theearlyyears’serviceisdeliveredbyamarketizedandprivatisedsystemofstate-runnurseries,private,voluntary,andindependentnurseries(PVIs),non-profitnurseries, schools,nurserychains,childrencentresandchildminders.

Theresearcherdrawsontheoreticalinterpretationsoftheseconcepts,speciﬁcallyemployingSkinner’sframeworkforselectingandinterpretingthepolicydocumentsand,Lipsky’sbottom-uppolicyimplementationtheory andtheideaofhisconceptofthe‘street-levelbureaucrats‘asanalyticallenses.Theresearcherexploreshow multipletheoreticalframeworksmaybeintegratedtoprovidearobustfoundationforaddressingtheresearch questionsandanalysinganddiscussingtheﬁndings.

Aninterpretivistparadigmismoreappropriateforthisstudybecauseitemphasisestheuniquecontextunder investigation,interactiveprocesses,andmeaningsthataquantitativeapproachcannotmeasure.Inaddition, aqualitativeapproachplacedwithintheinterpretivistparadigmwillbeusedtoanalysetheperceptionsof twentyearlyyearsstakeholders.Therefore,usingfourpotentialdatasources,suchasparents,leaders,early yearseducatorsandpolicyactors,datatriangulationwillbethekeytooltoassessthealignmentsordivergences (orabitofboth)thatmayariseinthedatasets.Thedatawillbecollectedfromfoursetsofindividualsemistructuredinterviewsasaresearchmethod.Asaresult,asemi-structuredinterviewschedulewillbeemployed astheresearchtool.Theinterviewswillbeaudio-recordedandthentranscribed.Theresearcherwilluse reﬂexivethematicanalysistoanalysethedatafollowingitsreductionandinterpretation.

Thestudyaimstoaddressthefollowingresearchquestionsbyexploringstakeholders’perspectives:

RQ1:Howdoearlyyearsstakeholdersviewworkforce-relatedpolicydevelopmentinEngland,andtowhat extentdotheyeffectivelyaddresstherootcausesoftheworkforcecrisis?

RQ2:Whatchallengesmightstakeholdersfaceinimplementingworkforcepolicies,andhowthesemayhave exacerbatedthecurrentworkforcecrisis?

RQ3:Howdostakeholdersperceivethegapbetweenpolicyintentandpracticalrealities,andwhatsolutions couldeffectivelyaddresstheworkforcecrisis?

EducationalLeadershipPromotesStudentVoiceand Participation:BasedonaQuestionnaireSurveyand InterviewswithSuperintendentsofBoardofEducationin Japan

Sunday,6thJuly-11:39:PosterPresentations(RenaissanceSuite)-Poster-AbstractID:180

Prof.KaoriSuetomi (NihonUniversity)

EducationalLeadershipPromotesStudentVoiceandParticipation:BasedonaQuestionnaireSurveyandInterviewswithSuperintendentsofBoardofEducationinJapan

Inthispresentation,analysisandconsiderationabouteducationalleadershipthatpromotesstudentvoiceand participationbasedonaquestionnairesurveyofJapaneseboardsofeducationandschools,studentsandinterviewswithsuperintendents.

Thebackgroundtothispresentationisasfollows.Japanwasslowtopromotechildren’srights,andasaresult, formalsystemforstudentparticipationineducationpolicyandschoolmanagementdidnotprogress,andstudentvoiceswerenotplacedintheeducationsystem.However,thissituationischanginginthe2020s.In2022, ChildrenActwasenactedbyMPs,andruleswereestablishedthatrequirethecentralandlocalgovernmentsto promotechildren’srightsandachievechildren’sparticipationinallpolicyﬁelds,includingeducationpolicy.

TheMinistryofEducationhasissuedguidelinestopromotestudentvoicesandparticipationinschoolmanagementfrom2019thatschoolrulesshouldbereviewedbystudentstopreventhumanrightsviolationstostudent. Andtheguidelinefrom2022thatencouragestudentstoparticipateinschoolmanagement,includingthedevelopmentofschoolrules.However,promotingstudentvoicesandparticipationinschoolmanagementisnota legalobligationforschools.

Withthisbackground,theresearchquestionforthisreportwassetas:Howcanwepromotestudentvoiceand participation?TheimportanceofeducationalleadershipbythesuperintendentoftheBoardofEducationto promotechangeofschoolsandheadteachersshouldbeanalysed.

Themethodologyisthreequestionnairesurveysandinterviewswithsuperintendentsofeducationboardin Japan.Threeconductedquestionnairesurveysareasfollows,ﬁstsurveyiseducationboardssurveyin2023, secondsurveyisstudentsinjunior-highschoolsandhighschoolsin2024,thethirdsurveyis1,333highschools intheKantoregionofJapanin2024andinterviewswithsuperintendentsofeducationin2023-2024.

Thethreequestionnairesurveysshowthattherearelargedisparitiesbetweenregionsandschoolsintermsof effortstopromotestudentvoiceandparticipation.Italsopointsoutthatthereisahighlevelofdissatisfaction amongjuniorhighandhighschoolstudentswithschoolrules,andthatschoolrulesandteachersthatseverely restrictstudents’freedomandrights.Italsoclariﬁesthattherealisationofschoolmanagementthatpromotes studentvoiceandparticipationisrelatedtothepowerbalancebetweenthesuperintendentoftheBoardof Educationandschoolprincipalsatthelocalgovernmentlevel.

Whetherornotthesuperintendentisabletodevelopacompellingvision,philosophyandeffectiveguidelines forthegroupofschoolprincipalsisimportantfortherealisationofeducationalpoliciesandschoolmanagement thatpromotestudentvoiceandparticipation.

Throughinterviewswithsuperintendents,analysisandconsiderationisgivenabouthoweducationalleadershippromotesstudentvoiceandparticipationinschoolsandeducationpolicies.

ShapingEthicalLeadership:IntegratingDisabilityStudiesand EthicalDecision-Making

Sunday,6thJuly-11:47:PosterPresentations(RenaissanceSuite)-Poster-AbstractID:178

Mrs.TaylorMowery

(UniversityofSouthFlorida)

Thispaperexaminestheintersectionofethicalconstructsanddisabilitystudies,exploringhowthisintersectioncanreshapeeducationalleadership,particularlythroughleaders’ethicaldecision-making.Disabilitystudiescritiquesdeﬁcit-basedmedicalperspectivesofdisability,emphasizingsystemicbarriersandstructuralinequities,andprovidesacriticallensforrethinkingtraditionalapproachesineducation.Ethicalconstructs,such asNoddings’ethicofcare,Rawls’justiceasfairness,Nussbaum’scapabilitiesapproach,andKant’sdeontological ethics,offerframeworksthatguideleadersinnavigatingethicaldilemmasandpromotingequity.

Theprimaryaimofthispaperistodemonstratehowintegratingdisabilitystudiescanshapeeducationalleaders’ethicaldecision-makingbyconnectingdisabilityperspectiveswithethicalframeworks.Thisknowledgecan empowerleaderstoleadwithaclarityofcritique,anapproachthatdismantlesbarriersandfostersinclusive practicesleadingtoequitableexperiencesforallstudents.Furthermore,thisunderstandingcaninformleadershippreparation,bothpre-serviceandin-service,tobetterequipleaderswiththeskillstonavigatecomplex issuesofinclusivityandjustice.

Throughthisinquiry,Iadvocateforashiftinleadershipthinking,onethatembracesethicalintegrity,reﬂectinga commitmenttosocialjustice,withthepotentialtotransformbothleadershippracticesandexistingeducational systems.

SmokeandMirrors.TherecognitionofleadershipinECEC

Sunday,6thJuly-11:55:PosterPresentations(RenaissanceSuite)-Poster-AbstractID:111

Ms.MeredithHare (NottinghamTrentUniversity)

Smokeandmirrors:TherecognitionofPedagogicalLeadershipinECEC(Early….)policy.Acomparison ofEnglishandScottishpolicy.

TheposterwillmakecomparisonsbetweenEnglishandScottishPolicyandcurriculumdocumentsandthe recognition/impactofleadershipinECEC

Leadershipisanunder-researchedareainECEC.Thefocusforpractitionersisthecareandeducationofchildren;theyarelesslikelytofocusonthemselvesortheirowndevelopment.Leadershipisofteninvisiblewithin thebusyschedulesintheEarlyYears.Practitionersdonotalwaysseethattheireverydaypracticesareconnectedtoleadership.Keychoicesaremadebypractitionersonaminute-by-minutebasis,withawealthof knowledgeabouttheirchildreninﬂuencingeachdecision.Whilstleadershipisessential,itisoftenoverlooked bypolicymakersinECEC,includingtheEYFS(DfE,2024).Incontrasttothis,EducationScotland(2023)emphasizestheneedforstrongleadershipandtheroleofpedagoguesinECEC,acrosstheEarlyChildhoodframeworks andpolicies.PractitionersinECECholdahugeamountofexpertisebutoftenremaininvisibleandundervalued. Effectiveleadership,especiallypedagogicalleadership,washighlightedbytheNutbrownreviewin2012,tobe oneofthekeyfactorsthatwouldimpactoutcomesforchildreninearlyyears.Despitethis,thereviewisone oftheonlydocumentsthatspeciﬁcallyhighlightstheneedforpedagogicalleadershipanditsdistinctfunction inECEC.Sincepublication,successivegovernmentsinEnglandhaveattemptedtoprofessionalizetheECEC workforcewithlittleconsiderationfortheleadershipdevelopmentrequiredtohelppractitionersdevelopthe skillsneeded.Leadershipisoftenusedasamechanismtohelpachievetargetsandisdata-driveninaneoliberal educationsystem[PW2](Moss,Holmes2021)Leadershipdevelopmentismorefrequentlysupportedinother areasofeducation,bothinpolicyandresearch

DespitesigniﬁcantinternationalevidenceandpolicythatqualityprovisioninECECrequireseffective leadership(Fonsen,2024,EPI,2020,Nutbrown,2012)itisstillunder-representedinresearch,policyandECEC frameworksandpoliciesinEngland.Whilstthedemandsuponpractitionersincrease,therecognitionofthe complexitiesoftheirroleandtherequirementforleadingpracticearestilllargelyinvisible.

However,duetothedistinctnatureofECECandthecombinationofcareandeducation,ECECrequiresadifferentleadershipapproachtothemoretraditionalmodelsofleadership,whichareoftenmasculineandare outcome-orientated.

ECECismeanttoadvocateaplay-basedcurriculumbutisfacingsigniﬁcantchallengesduetoschoolreadiness agendas,andasaresult,practitionersareunderpressuretoproducemoreoutcomesanddatatosatisfyexternal qualitymeasures.ECECpractitionersneedtobeabletojustifythepedagogicalapproachesusedtoenhancethe children’slearning.Thedecision-makingandconﬁdenceofpractitionersarerequiredtorecognise,anddevelop pedagogicalleadershiptohelpprotecttheneedforplay,andtheroleoftheECECpractitionersinsupporting childrentoachievequalityoutcomes.

Developingacommunityofpractice:acriticalapproachto promotingtheprofessionaldevelopmentofreceptionclass teachers

Sunday,6thJuly-12:03:PosterPresentations(RenaissanceSuite)-Poster-AbstractID:61

Dr.VikiVeale (stmarysuniversity,twickenham),Mrs.EleanorMilligan(UniversityofEastAnglia),Mrs.LornaWilliams (Universityofworcester),Dr.janetmorris(UniversityofGreenwich)

Receptionclassteachersareliminalprofessionals.Concernisgrowingabouttheretentionofreceptionclass teachersinEnglandatwhathasbeenaturbulanttimebothpoliticallyandsocially.Toaddressthisconcern,this initiativewassetupcollaborativelybyfourEnglishHEIlecturers,allofwhomhadpreviouslybeenReception Classteachersthemselves.Theaimwastoprovideapositive,researchinformedcommunityofpracticeforthis liminalgroupofteachers.

BasedonMcKergowandBailey’s(2014)hostleadershipmodel,theinitiativeaimedtobuildconnections,communityandidentityforReceptionClassTeachers,followingtheNationalCo-ordinatingCentreforPublicEngagement’s(NCCPE2023)fourkeyfociofpeople,purpose,processandevaluation.

Practitioner’svoicesleadongoingactionresearchintotheeffectivenessofthisinitaiative.AdoptingDriscoll’s (2006)reﬂectivemodelthispresentationsharesexamplesofwhattheinitiativehasprovided,whatimpactthis hashadonpractitionersandtheimplicationsforpotentialreformstoleadershipofprofessionaldevelopment inturbulanttimes.

Sunday,6thJuly-12:11:PosterPresentations(RenaissanceSuite)-Poster-AbstractID:31

Ms.DeniseGatt (UniversityofMalta),Prof.ChristopherBezzina (UniversityofMalta)

Today’severchangingeducationalenvironmentdemandsresilienteducationalleaderswhoaresimultaneously reflectiveandstrategic.Educationalleaderstodayneedallthesupporttheycanobtaintobeabletoleadschools towardscontinuousimprovement.Theschoolself-evaluationanddevelopmentplanningprocessesarestrategicmanagementtoolswhoseoriginalintentistosupportleadersinleadingtheirschoolstowardseffectiveand measurableimprovement.However,doleadersunderstandthestrategicstrengthwhichthesetoolscanoffer? Doeducationalleaderspossessthenecessaryaptitudeandapproachtoutilisethesetoolstowardsimprovement?Thestudyportrayedinthispaperaddressesthesequestions.Itdiscussesfindingsemanatingfroman in-depthtwo-yearcasestudyontheroleofschoolself-evaluationanddevelopmentplanningwithintwoprimaryschoolsinMalta.Animportantpartofthisresearchfocusesontherolewhichschoolleaderssustainin theself-evaluationanddevelopmentplanningprocess.Italsoaimsatlookingatpossiblepitfallswhichmight befacedbyleaderswhilefocusingandreflectinguponwaysofhowtheinteractionandsynergybetweenleadershipandschooldevelopmentprocessesmightbeenhancedtowardseffectiveschoolimprovement.

LeadershipandManagementofChina-UKTransnational EducationCollaborations:PerspectivesfromLiterature

Sunday,6thJuly-12:19:PosterPresentations(RenaissanceSuite)-Poster-AbstractID:67

Ms.RachelDuCroz (UniversityofBirmingham)

Overview:

TherehasbeenanexponentialgrowthinTransnationalEducation(TNE)byUKuniversitiesinthelasttwo decades(Healey,2017).ThishasprovidedUKHigherEducationInstitutions(HEIs)withamethodtoexport highqualityeducationandbrandtoreformanddeveloptheirinternationalactivitiesandincomestreams,and toenhancetheirreputation(Hatakenaka,2004).

AsamajorcontributortotheUKinternationalstudentmarket,Chinahasbeenseenasakeytargetforthe exportofUKhighereducation.Overthelast30years,China’stertiaryeducationhasbeenevolvingrapidly(QAA, 2013)duringwhichtimetherehasbeenagrowinginterestinUKUniversitiesenteringpartnershipagreements fordeliveryofeducationinChina.Intheearly2000’sanewformofcollaborativemodelemerged,theJoint Institute.Thesemodelsrequirecarefuladministration,managementandleadershipinordertobalancetwo verydifferenteducationcultures,studentexpectationsandstaffexperiencesbothacademicandnon-academic.

Method:

UndertakingasystematicreviewofcurrentliteratureIwillinvestigatethelandscapeofChina-UKTNEbyexaminingexistingscholarlyworksatatimewhentheUKHigherEducationsectorfacesturbulentwatersinits managerialandstrategicdecisionmaking.Iwillinvestigateandcriticallyanalysethemethodsandsampling usedwithinthisworktoidentifycommonthemesandgapswhichcaninformopportunitiestodevelopthe knowledgeinthisexpandingarea.

Results:

IwillshowthatmuchoftheliteraturetodateisbasedonInternationalBranchCampusmanagement,iswritten fromtheacademicteachingperspective,andlargelycoverstopicsdirectlyrelatedtothedeliveryof,oropinions of,academicstaff.Samplegroupsizesaresmallanddonotrepresentthebreadthofstaffinvolvedindelivering, managing,leadingoradministeringofcomplexcollaborativemodels.

Conclusion:

UsingCriticalRealismandthelensofcomplexitytheoryIwillundertakemixedmethodsresearchwhichwill beginwiththethoughtsandopinionsofProfessionalServicesstaff,agroupalmostsilentinpublishedwork (only2of54articlesarewrittenfromthisperspective).Thisposterpresentationwillactasabackdropto understandingTNEandansweringthefollowingquestions.

ResearchQuestions:

1)WhatarethechallengesinmanagingChina-UKJointInstitutes?

2)Whatliteratureexistsandwherearethegaps?

3)Whatvoicesdowehear,andmoreimportantlynothear?

HowdoSchoolLeaders’LifeExperiencesShapeandInﬂuence TheirPreparationandDevelopmentforLeadershipRolesin theUgandanSchoolContext?

Sunday,6thJuly-12:27:PosterPresentations(RenaissanceSuite)-Poster-AbstractID:141

Mrs.LydiaBesisira (UniversityofNottingham)

Focus:LeadershipDevelopment

ResearchQuestions

1.WhatmotivatedUgandanschoolleaderstoseekleadershippositions?

2.Howdodifferentstagesofsocialisationshapeandinﬂuenceschoolleaders’ learning?

3.WhatformalandinformalsocialisationprocessesenhanceorinhibitUgandan schoolleaders’leadershiplearning?

4.How,ifatall,hastheirleadershiplearningimpactedtheirpractice?

1.BACKGROUNDANDRATIONALE

•SchoolleadersrequirespecialisedKnowledge,skillsandattributes

•Ugandaoftenappointschoolleadersbasedonlyonteachingexperience

•Transitionfromteachertoleaderisacomplex,lifelong,continuousprocess

•LimitedstudiesoncontextualisedSub-SaharanLeadershippreparationdevelopment

•Exploreandunderstandhowschoolleaderslearn

•ExaminewhatexperiencesinhibitorenhanceLeadershipdevelopment

2.THEORYANDTOPOLOGY

FourPhasesofCareerSocialisationTheory

1.AnticipatorychildhoodandEarlycareersocialisationtodevelopleadershipskills

2.ProfessionalsocialisationformalandinformalLeadershipLearning

3.Organisationsocialisationenactingleadershiprolesforspeciﬁcschools,understandingcomplexities,values andnormsoftherole

4.Personal:conceptualisationofnormsandidentityasaleader

Hallinger(2018)Topology

•Contextsandrelatedantecedents

•Leadershipandmanagementrolesandactions

•EducationSystemsandSchoolContexts

•Leadershippreparationanddevelopment

3.METHODOLOGYANDMETHODS

•Interpretivephenomenologicalapproach

•Hermeneuticunderstandingofschoolperceptionsoftheirlivedexperiences

•Purposivesamplingof20schoolleadersfromthePublic.PrivateandFaithschool Methods: Autobiographicallifegrids,semi-structuredinterviewsandDocumentaryanalysis

DataAnalysis: ThematicAnalysis

4.CONTRIBUTIONTOKNOWLEDGE

•Participantsreﬂectonhowtheirlivedexperienceshavecultivatedasenseofschoolleaderidentity

•ParticipantsenhancetheLeadershipdevelopmentprocessesintheirschoolandothersimilarschools.

ExplorationofHeterogeneityinAttitudestowardstheroleof SchoolBusinessProfessionals

Sunday,6thJuly-12:35:PosterPresentations(RenaissanceSuite)-Poster-AbstractID:72

Ms.AndreaHoward (UniversityofChester)

Theroleofschoolbusinessprofessionalshasbecomeincreasinglypivotalinthemoderneducationallandscape, howeveranecdotalevidencesuggestsgreatheterogeneityacrosstheprofession.Thisstudyemployedamixed methodsapproachtoexploretheroleandexperiencesofschoolbusinessprofessionals.Groundedtheorymethodologywasusedtoanalyseaquantitativesurveyofonehundredandtwenty-eightschoolbusinessprofessionalsto providebroadercontextualunderstandingofthelandscapeandtoselectﬁveschoolbusinessprofessionals,from arangeofsettings,atvariouspointsintheircareers,totakepartinfurtherexplorationthroughqualitativedata collectionthroughsemi-structuredinterviews.

Findingsrevealedacomplexinterplaybetweenprofessionalidentity,roleperception,andschoolculture.While someschoolbusinessprofessionalsexperiencedgoodlevelsofsupportandrecognition,othersfacedchallenges relatedtoworkload,undervaluation,andcareerprogression.Thestudyhighlightsthecriticalroleofleadership inshapingtheschoolbusinessprofessionalrole,emphasisingtheneedforasupportiveandcollaborativeschool environment.

Byunderstandingthefactorsinﬂuencingtheprofessionalidentityandexperiencesofschoolbusinessprofessionals,thisresearchcontributestoadeeperunderstandingoftherole’simpactonschooleffectiveness.Theﬁndings haveimplicationsforpolicyandpractice,advocatingforincreasedrecognitionandsupportforschoolbusiness professionals,aswellasthedevelopmentofclearcareerpathwayswithintheeducationsector.

AuthorsIndex

Aburime,A.24

Acar,S.135

Adkins,M.87

AlHajSleiman,N.104

Al-Alawi,M.136

Al-Harthi,A.140

Al-Mahdy,Y.82,136,171

Alfahadi,R.105

Aljuma,S.171

Almager,I.70

Alshamy,A.140

Alwahaibi,A.118

Amin-Ali,K.190

Andrews,D.29

Angell,H.58,161

Angelle,P.115,199

Antúnez,S.197

Armstrong,P.2

Asquith,S.176

Baird,A.117

Baker,M.85

Balasi,A.57

Barnett,B.201

Bassaj,R.40

Beck,A.133

Benerdal,M.170

Bernardes,E.158,161

Berry,J.11

Besisira,L.169,217

Bezzina,C.89,215

Bibi,S.6

Black,B.62,112

Blom,N.151

Bogotch,I.112

Booher,C.12

Bosetti,L.23

Bottery,M.42

Brewer,C.143

Bryant,K.11,199

Bunnell,T.106

Bush,T.66,129

Cahill,B.123

Cervantes,A.99

Chandler,J.163

Cherkowski,S.23

Christopher,A.119

Cisneros-Cohernour,E.36

Cleveland,S.201

Collins,M.48–50,149

Colman,A.153

Courtney,S.2,3

Culshaw,S.192

Cunneen,M.97

Da’as,R.65

Davis,S.150,166

Day,I.75

DeLaGarza,S.70 deLeon,V.70

Diamond,C.44

Dodd,T.13

Donaldson,D.84

Donnelly,C.100

Douglas,H.86

Drysdale,L.102,121,196 DuCroz,R.216

Dutch,A.40

Edwards,W.96

Elwakil,F.82,171

England,D.46

Epp,B.124

Ferri,G.80

Flessa,J.53

Fogarty,L.194

Forbes,C.9

Gatt,D.(DirectorateforQualityandStandardsin Education)89

Gatt,D.(UniversityofMalta)215 Gavrilovici,O.35

Gerrells,N.14

Ghavifekr,S.66

Gibson,M.80,141

Goode,H.74,102,121,196

Grant,C.183

Gratacós,G.34

Greany,T.48–50,87,161

Guo,X.66

Gurr,D.102,121,196

Hammad,W.140

Handford,V.146

Hannan,R.144

Hardie,S.77,198

Hardin,C.12

Hare,M.213

Harley,C.128

Harvie,J.178,199

Hauseman,C.124

Healey,K.7,95

Hernández-Castilla,R.76

Hetherington,J.30

Hickey,N.23

Hill,S.114,192

Holmes,B.28

Howard,A.219

Hubbard,L.100

Hughes,B.4,154

Innes,M.5

Iordanidis,G.57

JACKSON,M.72

Jackson,S.13

Jekayinfa,O.(NationalMathematicalCentre, Abuja)24

Jekayinfa,O.(UniversityofIlorin,Ilorin,Nigeria)24

Jimerson,J.143

Johansson,I.174

Johnson,V.126

Jones,M.18

Karami,R.59,91

Kastanis,M.135

Katerji,R.91,209

Kerr,K.9

Kerridge,M.90

KERWAT,L.84

Khattab,Y.59

King,K.69

King,T.13

Kotok,S.69

Kotzee,B.45

Lafferty,N.60,144

Lai,M.129

Larsson,M.125,155

Laursen,R.17,101

Lee,Y.186

Lewis,J.80

Liu,P.196

Lüddeckens,J.52

MacArthur,A.188

Mahfouz,J.40,69,119

Mahomed,A.84

Mallia,M.206

Mannix-McNamara,P.23,60,144

Mansﬁeld,K.96

Mante,H.94

Mashtakova,M.208

Matthews,N.188

McAuley,C.100

McConalogue,A.86

McGrane,A.173

McKay,A.2

McLeod,S.68

McQuade,M.86

Mestry,R.26

Mifsud,D.151

Mihovilovic,M.156

Militello,M.53

Milligan,E.214

Milner,A.101

Mitchell,A.85,86,178,198

Mohasseb,A.145

Moorosi,P.183

Moral-Santaella,C.76,197

Moreno,B.74–77,81,121,196

morris,j.214

Morrison,M.199

Morrow,J.115

Motoca,C.210

Mowat,J.133

Mowery,T.212

Nihill,M.178

O’Sullivan,A.62

Oberholzer,L.26,109

Odeniyi,A.24

Okilwa,N.143,199,201

Okoko,J.37

Orucu,D.22

Orujova,L.134

Outhwaite,D.(BELMAS)80

Outhwaite,D.(TheLondonSchoolofEconomics andPoliticalScience)141

Pajerski,P.14

Palmer,D.70

Panayiotou,G.40,69,119

Pavlakis,A.138

Perry,J.139

Perry,T.48–50

Potter,I.197

Preis,D.110

Pulis,A.205

Qadach,M.31

Quickfall,A.184

Rayner,S.6

Reilly,E.97,139

Richards,M.138

Richardson,J.68,113

Roberts,A.68

Roberts,J.138

Robertson,S.11,199

Rooney,A.39,178

Sahlin,S.19,20,81

Saidu,A.24

Schelfhout,W.168

Schembri,H.204

Seghedin,E.35

Shapiro,S.135,185

Sharp,A.40

Sigurðardóttir,S.16,159

Sigþórsson,R.159

SilvaGarcía,B.197

Skerritt,C.8

Slater,C.197

Smith,T.164

Smits,T.168

Soliman,S.119

Spicksley,K.45

Stark,E.125

Sterrett,W.55,113

Stivala,B.204

Stokes,H.165

Su-Keene,E.64

Suetomi,K.211

Szeto,E.92,148

Tanghe,E.168

Thompson,P.121,165

Tian,M.44,45

Tintore,M.34

Townshend,J.111

Tredway,L.53

Trevenna,J.175

Tupling,C.80

Ueda,M.54

Valle,F.70

Veale,V.214

Vedder,B.68

Vella,R.203

Vriesema,B.79

Walker,C.14

WANG,L.129

Webber,C.33,37

Williams,G.106

Williams,L.214

WilsonHeenan,I.60

Winchip,E.101

Wood,P.107,184

Wu,S.160

Xue,S.130

Yahya,D.69

Yakavets,N.87

YAN,W.131

yang,l.180

Young,M.12

Zaru,M.138

Ärlestig,H.170

WEBSITE www.belmas.org.uk

EMAIL info@belmas.org.uk

LINKEDIN LinkedIn.com/company/belmas

BLUESKY @belmasoffice.bsky.social

PHONE 0114 303 6757

ADDRESS Spaces Acero, 1 Concourse Way, Sheffield, S1 2BJ, England

Full Abstract Book (incl covers)

TableofContents

ParallelSession3

ParallelSession4

Symposium-Critical EducationLeadership andPolicyScholarship: IntroducingaNew ResearchMethodology

CriticalEducationLeadershipandPolicyScholarship: IntroducingaNewResearchMethodology—Paper1

CriticalEducationLeadershipandPolicyScholarship: IntroducingaNewResearchMethodology—Paper2

CriticalEducationLeadershipandPolicyScholarship: IntroducingaNewResearchMethodology—Paper9

Symposium-The Globalizationof EducationalLeadership: AModelofReformand Developmentthroughthe

Lensof University/District Partnership

Paper1:TheGlobalizationofEducationalLeadership:A ModelofReformandDevelopmentthroughtheVoicesof UniversityFaculty

Superintendents

Paper3:TheGlobalizationofEducationalLeadership:A ModelofReformandDevelopmentthroughtheVoicesof StudentParticipants

Symposium-Learningto

LeadforEqualityand

Democracy:Nordic PerspectivesonSchool

LeaderPreparationand Development

Learningtoleadforequalityanddemocracy:Nordic

anIcelandicperspective

Learningtoleadforequalityanddemocracy:Nordic perspectivesonschoolleaderpreparationanddevelopment–aDanishperspective

Learningtoleadforequalityanddemocracy:Nordic perspectivesonschoolleaderpreparationanddevelopment–aSwedishperspective

ParallelSession1

CrisesandtraumasinEducationalLeadership:Istheﬁelda Mineﬁeldand/oraTransformationalTerritory?

TransformingEducationalLeadershipDevelopment: AddressingCulturesofIncivilityandFosteringHuman FlourishinginHigherEducation

ParallelSession1

BeyondSurfaceLevel:theChallengeofEmbeddingCatholic ValuesinanEnglishSecondarySchoolDuringCovid-19

NationalProfessionalQualiﬁcations:approvedknowledge andpost-neoliberaloligarchicsovereignty

Symposium-Teacher LeadershipinTurbulent Times

TeacherLeadershipinTurbulentTimes

TeacherLeadershipinTurbulentTimes–Paper1

StateoftheArtonTeacherLeadershipinSpain

TeacherLeadershipinTurbulentTimes–Paper2

TeacherLeadershipinTurbulentTimes–Paper3

TeacherLeadershipinTurbulentTimes–Paper4

ParallelSession1

BeingandBecominganIrishPrimarySchoolPrincipal:AView fromtheInside

LeadingThroughBacklash:ExploringSchoolLeaders’ Decision-makingExperiencesWhileNavigatingCompeting StakeholderDemandsonSociallyContentiousIssues

PromotingResilienceinTurbulentEducationalTimes–the needforamulti-levelapproach.

Symposium-ACritical Examinationof Inspectionframeworks andpracticesinEngland andtheUAE

ACriticalExaminationofInspectionframeworksand practicesinEnglandandtheUAEPaper2

ACriticalExaminationofInspectionframeworksand practicesinEnglandandtheUAEPaper1

ACriticalExaminationofInspectionframeworksand practicesinEnglandandtheUAEPaper3

Symposium-Sustainable SchoolLeadershipin

TurbulentTimes: FindingsandImplications

ParallelSession2

UsingActionandActivistResearchProcessestoEnactSchool ChangeProjects

BuildingSchoolNetworkstoAchieveSustainableSmall Schools:Japan’sChallenge

ParallelSession2

Responsiveschool-improvementcoachingpracticesunder turbulentconditions:Amultiplecasestudy

AProposedModelofTransformationalDistributedSchool LeadershipinResponsetoSchoolLeaders

ParallelSession2

InstructionalLeadershipinChina:MultiplePrimarySchool CaseStudies

ParallelSession2

HowShouldLeadersNavigateAI:Advicefromthe PractitionerWorld

Cultivatingsocialandemotionalcompetenceforschool leaders:AneffectivenessStudy

NavigatingtheTurbulencesofAnti-DEIlegislationinthe UnitedStates

Theleadershipdemandsofearly-careerteachers:global perspectives-Australia

Theleadershipdemandsofearly-careerteachers:global perspectives-NewZealand

Theleadershipdemandsofearly-careerteachers:global perspectives-Spain

Theleadershipdemandsofearly-careerteachers:global perspectives-USA

ParallelSession3

Implementingacultureofevidence-informededucationatall levelinsecondaryeducationinTheNetherlands

ThechangingroleoftheheadteacherinEnglandpost academisation

CultivatingConnection:ProfessionalNetworksasAnchorsfor NewandExperiencedPrincipals

TheEffectofChangeLeadershiponTeacherCommitmentand InclusivePracticesinOman

ParallelSession3

OperationalisingLeadershipVision:Agile,Lean,andAI StrategiesforContinuousImprovementinHigherEducation

SchoolInspectionsandHeadteachers’Professional Dissonance:Rethinkinghowweassessschoolsuccess.

ParallelSession3

TheLeadershipChallenge:improvingProfessionalLearning inMalteseSchools

Weatheringthestorm:theimpactofexecutivecoachingon Headteachers’self-esteemandself-eﬃcacy.

AchievingImprovementunderTurbulence:ThecaseofAn InterschoolCollaborationInitiativeinJordan

ParallelSession3

FromPolicytoPractice:AnExaminationofHeadship PreparationandDevelopmentinGhana.

TurbulenceintheWorkforce:TheRiseofUncertiﬁed TeachersandItsImpactonSchoolLeadership

IntersectionalPerspectivesofPK-12WomeninSTEMM EducationalLeadershipinIrelandandtheUnitedStates

ParallelSession3

ThePoliticsofIdentity:How‘Latinx’ReﬂectstheTension

BetweenAcademiaandCulture

Leadership,Ethos,andDiversity:MulticulturalEducationin NorthernIreland’sSchools