Search

The forms of leadership required to exclude children because they do not fit the school brand, to close down a school because of how the market is working, or to I academise i (see [34]) are not educational leadership that is actually educative. I Educative i leaders, leading and leadership are not officially recognised or enabled for or within public educational services in England. There is no independent peer-reviewed evidence for the current segregation of children either through home-schooling or for eugenics-informed access to school places based on biology, faith, class, race or intelligence (e.g. [10]). For example, parents have been told repeatedly that they would be failing in their duties if they did not strive to secure a "good school place" for "their" child, and yet a public education system requires parents to care and take action about and for all children and their access to "all school places as good". [Extracted from the article]

Gender equity and women's access to senior leadership and management positions in universities are a major challenge not only in South Africa but on the African continent, too. For women to take up senior leadership roles more potently, it is essential that they not only cope with and compete in patriarchal systems but more so, are equipped to change patriarchal hegemony and shift the management discourse and culture to a pluralistic leadership culture where transformational leadership becomes the norm and praxis. This paper examines a needs analysis for leadership and professional development competencies of women in senior leadership positions in South African higher education and presents the discussion on these findings, based on the data collected from 74 participants. The conclusion reveals the participants' enthusiasm for personal leadership development as well as their readiness for impacting their leadership contexts. These findings, in turn, shape the content development of the Women in Leadership programme, designed by Higher Education Leadership and Management under the auspices of Universities South Africa. [ABSTRACT FROM AUTHOR]

Funds raised from philanthropic giving have become a key element in the long-term finances of higher education institutions around the world, presenting leaders, primarily principals, with a range of novel challenges that have not, hitherto, been key drivers of leadership. This article explores the problem by reporting on qualitative research that looked at how fundraising is carried out in the Malaysian higher education system, which has recently experienced profound changes to its financial landscape. Data were generated by semi-structured interviews with fundraisers from a range of higher education settings. It was found that for fundraising efforts to succeed, they must be spearheaded by an active principal who adopts the stance of transformational leader towards potential donors, forming a long-term relationship based on a shared vision. He or she is likely to be supported by a fundraising team that will be more transactional in approach and style. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the relationship between transformational leadership and spiritual well-being among elementary school principals. A correlational research or ex post facto method was used in this study. The sample population comprised 141 subjects, of which 69 were male and 72 were female. Bass and Avolio’s Transformational Leadership Questionnaires and Ellison’s Spiritual Well-Being Scale were used. The results obtained indicated that the assessment of domains related to transformational leadership style would show, relatively, the importance of a ‘without intervention’ leadership style; however, values for passive avoidant leadership, management-by-exception and contingent reward were greater than the other dimensions used. There was a positive correlation between spiritual well-being and its dimensions, as well as transformational leadership and its dimensions, excluding the religious dimension and intellectual stimulation, contingent reward, management-by-exception and passive avoidant leadership, and between dimensional being and leadership without intervention in other dimensions (though low). The results of this study also showed that the spiritual well-being dimension can predict 12.7% of the behavior of transformational leadership of principals. [ABSTRACT FROM AUTHOR]

This article reports on a research project that studied the approaches to leadership adopted by head teachers in one local authority in an area of extreme social deprivation in northern England. Using data from semi-structured interviews which was analysed using three software packages, it examines how far the heads use either transactional or transformational leadership and identifies the factors that lead heads to make leadership choices. It concludes that while heads use both approaches to leadership, they believe that transformational leadership is far more effective in bringing about change which produces successful school development. However, external pressures cause the heads to concentrate far more than they would wish on transactional leadership in spite of the espoused national policy to facilitate school improvement. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the editor discusses articles within the issue on topics including spiritual well-being and transformational leadership; effectiveness of transformational and transactional leadership in Iran; and attitudes in relation to social justice in schools in Israel.