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Teachers play a significant role and face diverse challenges everyday, therefore escalating the research of teacher well-being and its factors, with leadership being one of them. This review aims to summarize the findings focusing on the differences and teacher's perspectives on teacher well-being and transformational leadership in schools. The review consists of peer reviewed articles from 2012 to 2021, with kindergarten to high school teachers as participants. Several databases were used, which are Scopus, Science Direct, PsycInfo, World of Science (WoS) Journal, PubMed, SAGE journals, Education Resources Information Centre (ERIC), and Garuda. Articles were selected using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and 10 were included in the qualitative synthesis. Studies showed that transformational leadership positively correlated with teacher well-being. Research regarding the efficiency of transformational leadership's each aspect in increasing teacher well-being can be interesting to study in the future.

Purpose: The study aims to investigate the state of higher education (HE) leadership research after the intensified focus on teaching and learning (TL) in academia. Design/methodology/approach: The authors clarify the use of key concepts in English-medium empirical journal articles published between 2017 and 2021 by analysing 64 publications through qualitative content analysis. Findings: The analysed papers on leadership of TL in HE activate a number of concepts, the commonest concepts being academic leadership, distributed leadership, educational leadership, transformational leadership, leadership and transformative leadership. Even if the papers highlight partly overlapping aspects of leadership, the study finds a rationale for the use of several concepts in the HE context. Contrary to the expectation raised in earlier scholarship, no holistic framework evolves from within the recent research to reveal the contribution that leadership of TL makes to leadership in HE generally. Research limitations/implications: Limitations: Nearly 40 per cent of the analysed articles are from the United States of America (USA), United Kingdom (UK), Australia and Canada, which leaves large areas of the world aside. Implications: The found geographical incoherence might be remediated and the research of leadership of TL in HE generally led forward by widening the cultural and situational diversity in the field. Originality/value: This research contributes to an enhanced understanding of the field of leadership in TL in HE in that it frames the concepts used in recent research and makes the differences, similarities and rationale between concepts visible.

Early childhood education contexts are complex and diverse and thus require leadership approaches that connect with the values and beliefs of that field. Currently the research on leadership in early childhood education is limited and it would benefit from research into innovative approaches employed in very different but comparable locations. This article presents findings from a cross-case analysis exploring the role of leadership in two early childhood education settings: a university laboratory school in the United States of America and a public school in Australia. Drawing on cultural models theory, we argue that co-constructing leadership in context is a useful alternative to traditional hierarchical approaches to leadership. Each site's co-construction of leadership provided an opportunity for leadership to be developed organically and to be shared amongst the community of learners. The findings demonstrate how co-constructed leadership promotes a democratic environment for all members of a learning community.

Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

This systematic review aims to investigate the relationship between school principals' leadership behaviours and teachers' job satisfaction. With this purpose, studies that focused on this relationship in the literature were examined. Twenty-seven studies found in different databases (i.e. ERIC, WOS, SCOPUS and ULAKBIM) were included in the analysis. These studies mostly focused on the relationships between school principals' transformational and interaction leadership behaviours and teachers' job satisfaction. Additionally, job satisfaction was also studied in relation to servant leadership, ethical leadership, distributive leadership, individual- and task-oriented leadership and school leadership behaviours. Based on the findings of the studies examined, school principals' transformation leadership behaviours were found to have stronger relationships with teachers' job satisfaction compared to interactional leadership behaviours and were an important predictor of job satisfaction. Negative relationships were revealed between laissez-faire leadership and job satisfaction. On the other hand, school principals' servant leadership and ethical leadership behaviours were found to be important variables in ensuring job satisfaction. Lastly, school principals' administrative behaviours that encourage participation and are flexible, sharing leadership at school, and exhibiting individual-oriented and supportive leadership behaviours were revealed to enhance teachers' job satisfaction.

Globally, economically disadvantaged and minority students are especially negatively impacted by less-qualified teachers, yet less-qualified teachers are disproportionately found in low-income, minority communities. Many countries struggle with the need for highly qualified teachers, in low-performing schools. This case study investigated how a private-public-international partnership fostered large-scale educational change in Egypt to improve teacher quality through teacher-of-teacher professional development. Employing interviews, surveys and document analysis, including evaluations of 720 experimental public schools in 27 governorates, with a sample of 90 educators, the study spotlights large-scale educational change. Change was initiated at the school level by leaders seeking educational change for equity, demonstrating qualities of transformative leadership. Preliminary findings of educators changing their mindset about pedagogy, accompanied by modifying practices and beliefs. Findings illuminate how the leaders' utilized the existing centralized, hierarchical system, incorporating both upper and middle management to support change. We conclude that large-scale educational change can be initiated at the school level by courageous transformative leaders and that interconnectedness at all levels is essential for sustainability. The international partnership exemplified global interconnectedness and was advantageous to public-school reform. Finally, professional learning is a bedrock of school-reform and could be the place where knowledge frameworks are deconstructed and reconstructed.

As the most-studied form of leadership across disciplines in both Western and Chinese contexts, transformational school leadership has the potential to suit diverse national and cultural contexts. Given the growing evidence showing the positive effects of transformational leadership on various school outcomes as it relates to school environment, teacher and student achievement, we wanted to explore the factors that gave rise to transformational leadership. The purpose of this study was to identify and compare the antecedents fostering transformational leadership in the contexts of both the United States and China. This paper reviews and discusses the empirical studies of the last two decades, concentrating on the variables that are antecedent to transformational leadership mainly in the educational context, but also in public management, business and psychology. Results show that transformational leadership is related to three sets of antecedents, which include: (1) the leader's qualities (e.g., self-efficacy, values, traits, emotional intelligence); (2) organizational features (e.g., organization fairness); and (3) the leader's colleagues' characteristics (e.g., follower's initial developmental level). Some antecedents were common to both contexts, while other antecedents appeared to be national context specific. The implications of the findings for future research and leader preparation in different national contexts are discussed.

Although transformational or democratic leadership strategies provide potential to improve educational institutions, implementation has been problematic in Confucian countries. While the impact of cultural differences on leadership and education has been well documented, little research has been performed to understand how these differences impact the implementation of Western leadership styles. Contemporary research has identified some conceptual differences that impact new leadership approaches in Confucian countries. This study examined relationships between traditional Confucian values and leadership preferences. Associations between variables were investigated through statistical correlation, as well as cross-cultural comparison of a Confucian and Western higher educational context. In general, statistical inquiry revealed fundamental differences between South Korean and American professors' perceptions. Korean virtues tend to emphasize cohesion and acceptance of authority, while American values reflect a concentration of interpersonal interaction. Because novel forms of governance can contradict traditional Confucian values, innovative educational programs may be needed to facilitate understanding of new techniques and necessary adaptations. Comprehensive analysis of differences between South Korean and American institutions has provided insights which may enhance leadership in Confucian settings.

Nations throughout the world continue to examine how to improve their system of education in terms of improving student achievement, so that each student has the opportunity to be a productive and successful member of the global society. For this to occur, each school must be successful in the development of high quality teaching and learning. School leadership is a critical component, since the principal has tremendous influence in transforming the culture by influencing, inspiring, challenging, and motivating teachers to continuously grow and improve. The goal of this study was to examine the teacher perceptions of the transformational leadership skills of school principals, according to the teachers' school level and setting, in both Israel and the United States. The study includes 615 Israeli teachers and 514 American teachers (n= 1,129). Results indicate that Israel teachers perceive transformational leadership of their principals significantly higher than teachers in the United States, particularly with the relationship between the level of the school and the transformational abilities of the principal. The findings may be explained by different culture perceptions of power distance, individualism, and masculinity. The results may help to plan policy in support of transformational leadership in terms comparative studies need to take into consideration the differences in culture as well as current policy regarding the degree of standardized testing, and its impact on how a principal leads the school.

Purpose: Universities can do more to deliver against the sustainable development goals (SDGs), working with faculty, staff and students, as well as their wider stakeholder community and alumni body. They play a critical role in helping shape new ways for the world, educating global citizens and delivering knowledge and innovation into society. Universities can be engines of societal transformation. Using a multiple case study approach, this study aims to explore different ways of strategizing sustainability toward delivering the SDGs are explored in a university setting with an example from the UK, Bulgaria (Europe) and USA. Design/methodology/approach: The first case is a public UK university that adopted enterprise and sustainability as its academic mission to secure differentiation in a disrupted and increasingly marketized global higher education sector; this became a source of inspiration for change in regional businesses and the local community. The second case is a business sector-led sustainability-driven transformation working with a private university in Bulgaria to catalyze economic regeneration and social innovation. Finally, a case from the office for sustainability in a major US research university is given to show how its engagement program connected faculty and students in sustainability projects within the institution and with external partners. Findings: Each case is in effect a "living lab," positioning sustainability as an intentional and aspirational strategy with sustainable development and the SDG framework a means to that end. Leadership at all levels, and by students, was key to success in acting with a shared purpose. Partnerships within and with universities can help accelerate delivery of the SDGs, enabling higher education to make a fuller contribution to sustaining the economic, environmental, cultural and intellectual well-being of our global communities. Originality/value: The role of universities as the engine of transformational sustainability toward delivering the SDGs has been explored by way of three case studies that highlight different means toward that end. The collegiate nature of the higher education sector, with its shared governance models and different constituencies and performance drivers, means that sustainability at a strategic level must be led with leaders at all levels acting with purpose. The "living lab" model can become a part of transformative institutional change that draws on both top-down and bottom-up strategies in pursuit of sustainable development.

One of the major outcomes of the educational reform movement in the United States during the past decade has been the increased focus on the professional preparation of educators (Darling-Hammond, 1997). According to Sanders and Rivers, numerous studies indicate that educators make a significant difference in their students' education (1996). In response to the incessant calls to improve and assure educator quality, the education programs at Albany State University adopted a conceptual framework that integrates state, national, and professional standards into its education preparation programs. As such a standards-based preparation approach was developed to empower future professional educators who graduate from Albany State University. The conceptual framework at Albany State University consists of multiple forms of knowledge, drawn from many disciplines and sources, including research, best practices, historical and cultural perspectives, the learning community of education practitioners and professional and community values. One tenet of the conceptual framework is the goal of a reflective transformative practitioner. This principle is based on the assumption that the knowledge that supports its program is dynamic and continues to evolve as inquiry and research about teaching and learning are established. In order to become a reflective transformative practitioner, one must first understand what a reflective practitioner is and what transformation means. A transformative leader engages in reflection and action. Therefore in order for an educator to become a transformative leader, they must first learn the important skill of reflection. The next section of this article will describe the concept of reflection and the concept of transformation independently. These independent definitions will provide a foundation for the combination of the two concepts that are used in the teacher preparation program at Albany State University.

For the past 3 years, the educational leadership faculty at Florida Atlantic University (FAU) has been engaged in program reform and curricular innovation. The reform process was initiated by centralized external authorities--a combination of international rankings, national accreditation bodies, national leadership standards, and state standards, all culminating in a required state certification examination. In the academic world, this conflagration adds up to a managerialist reform movement, which more or less describes the current state of school leadership in the U.S. Who finds this state of affairs to be strange? Through the lens of history as well as culture, one could hardly have imagined today's school leadership state of affairs. Before one thinks of declaring democracy to be dead, paraphrasing the April 8, 1996 cover of "Time Magazine," the author takes a closer look, first at what happened at the school leadership program faculty level, and then, afterwards, at the level of his classroom teaching. This essay begins with a straightforward assumption: Unless educators are willing to practice democracy, even under difficult circumstances, they cannot have a legitimate platform for teaching or advocating democratic practices.

This article extends mixed-methods longitudinal research with school and district leaders (2008-present) about their most pressing leadership challenges. Here--through in-depth, qualitative interviews--we explore how a subsample of 30 principals described and understood their "internal experiences" of addressing pressing challenges. More specifically, using an adaptive/technical lens, social-emotional frameworks, and constructive-developmental theory, we illuminate how principals' social-emotional and developmental capacities influenced their leadership, and highlight findings with in-depth mini-cases. By focusing on the inner workings of principals' leadership for managing change, this article offers implications for professional practice and school-wide change locally and globally, leadership preparation, policy, and future research.

This article takes a contemporary look at distributed leadership in practice by drawing upon empirical evidence from a large-scale project in the USA. Initially, it considers the existing knowledge base on distributed leadership and questions some of the assertions and assumptions in recent accounts of the literature. The article also addresses some persistent misconceptions associated with the concept of distributed leadership and points out that certain fundamental misunderstandings still prevail. The article concludes by proposing that more evidence from practice would significantly enhance the current evidential base and that the future development of distributed leadership would greatly benefit from more input from practitioners.

The authors seek to find common PLC structures and actions among global educational systems to enhance understanding and practice. Six international researchers formed the Global Professional Learning Community Network (GloPLCNet), conducted literature reviews of each country's involvement with PLC actions, and noted similarities and common practices among the school improvement initiatives in five countries. Major constructs were identified, research was conducted (interviews and observations), and themes emerged. A literature review of the constructs led to outcomes. A definition of the Global PLC process, revision of constructs, and further clarification of descriptors were established. External influencing factors were also identified as essential. Finally the awareness that the PLC reculturing effort is guided and influenced by the phases of change was noted. The following are conclusions and implications. In an interdependent world, we recognize the importance of considering viewpoints of multiple global systems. An inclusive knowledge base can develop which prepares educators and citizens for more collaborative international understanding. These conclusions can lead to changes in practice at the school and middle level (district, city, province), and policy changes at the state, province, and national levels.

This review essay examines three new books on higher education and sustainability. It explores a number of the issues raised in the books, in particular, the meaning of a transformative orientation towards sustainability. The idea of loose and tight conceptual framings of sustainability is employed. A tight framing is where an institution embodies a vision, values and values-informed practices that have been shifted to fit a particular conceptualisation of sustainability which gives meaning, not just to what that institution does, but also to what it is trying to become. A loose framing is where an institution takes sustainability seriously in what it does, without having in place values, dispositions and orientations, and an appropriate conceptually grounded vision. It is argued (i) that the essential distinction here is between that of doing sustainability, and a shift to being sustainable as a whole institution; (ii) that any developmental journey to a tight framing would need to be a deliberate one; (iii) that changes to curriculum, management, leadership and governance would need to be in place before this can start; and (iv) that an important step "on" the journey will involve institution-wide deliberations on the conceptual framing(s) to adopt.

Mainstream higher education research on leadership largely overlooks the leadership of teaching and learning. This paper presents a model of leadership that integrates various elements needed to create universities that intentionally promote holistic student learning and development. The model links organisational development, the development of leaders as people who are in relationship with other members of the community (transformative leadership), and knowledge of teaching and learning. Through a creative synthesis of these various literatures, it proposes what is needed for sound "educational" leadership in higher education. The paper highlights the content and context of leadership, emphasising not leadership or even leadership in higher education generally, but leadership "of" teaching (by explicitly including knowledge and evidence related to teaching and learning) "for" student learning.

This article argues that a framework of educational leadership must be so designed as to specifically speak to the transitioning demographics in schools in the United States. Particularly salient is a framework that addresses the issue of race within a broader context of social justice. The article outlines five ingredients of such a framework, including self-reflection, a grounding in a critical theoretical construction, a prophetic and pragmatic edge, praxis, and the inclusion of race language. Furthermore, the article outlines pragmatic ways in which educational leadership preparation programs can address the failures of the dominant system to embrace and struggle with the American issue of race in education. The impact of racism and the efficacy of the blending of self-reflection, introspection, as well as intellectual work are discussed as viable vehicles to deal with the matters of race in preparing prospective school leaders. The article concludes with the presentation of a proposed curriculum module, a project undertaken by the University Council for Educational Administration, to assist leadership preparation programs in addressing, through innovative instruction, the notions of privilege and race in their programs. (Contains 1 note.)

The education system in the United States continues to grapple with adapting to change, especially when it comes to integrating technology in the curriculum. The United States needs to use its resources to stay competitive in the increasingly technological world, particularly in the classroom. Lefebvre, Deaudelin, and Loiselle (2006) posit that up-to-the-minute technology is a tool that can positively affect teaching and learning in the classroom. The only way to give students a successful opportunity in the world market is to bridge the "technological divide" that exists in schools. The technological divide is a complex problem without a simple solution. Individual educators remain the deciding factor in whether or not technology is successfully integrated into classrooms. Teachers and administrators both may be at fault for the lack of implementation and integration of technological advances. Having administrators and educators discuss how to integrate technology into their school's curriculum is the first step toward addressing the technological divide. The more that administrators use transformational leadership with teachers in their decisions about technology, the sooner the technological divide will fade away. The following recommendations may be helpful: (1) Teachers and administrators need to keep abreast of current technologies and collaborate when making decisions about using technology in the school; (2) Educators need ongoing authentic (hand-ons) professional development on technological integration into the curriculum; (3) Educators need continuous technological support for curriculum planning, development of teaching methodology, lesson planning, and speedy resolution of hardware or software glitches; and (4) Schools should integrate themselves into the information and communications technology (ICT) culture and instill it as a principal force in their central curriculum and current policies.

In this article, we suggest that communities must explore alternative leadership ideologies, actors, and venues to make meaningful academic and social improvements in our cities. We examine how themes from Paulo Freire's critical ideology can help expand our conceptualizations of educational leadership and facilitate pragmatic responses to complex urban dilemmas. To illustrate our claims, we provide two case examples of urban educational leadership that is guided by Freirean dialogical tenets of love, faith, humility, hope, critical thinking, and solidarity. (Contains 3 tables and 1 note.)

There are countless reports stressing the economic and societal benefits to be gained from improved science, technology, engineering, and math (STEM) education for all students. Although there is extensive research on alternative teaching methods that increase student learning and are practical to implement, the combined efforts of federal agencies, private foundations, and many internal institutional programs have achieved little overall change in STEM teaching at the large research universities. This remains a major problem for improving science education at any level, since these universities largely set the norms for how to teach science and what it means to learn science. This article presents a case study in progress on the transformation of science education at large research universities in the United States. The authors see an emerging culture in which faculty are adopting effective evidence-based teaching methods, collecting data on the results, and coming to see teaching as a rewarding scholarly activity (the Science Education Initiatives (SEIs) have produced over a dozen research papers on science education). Here, the authors discuss the Science Education Initiatives change model and how it is being implemented, along with some lessons learned and their informal observations of factors that facilitate or inhibit educational innovation. (Contains 2 tables and 4 resources.)

A variety of leadership theories are examined to support the idea that school nurses can be positive deviants in the school setting. Transformational leadership, situational leadership, and complexity theory can all be used by school nurses to create positive change in the school environment because all recognize the need for flexible leadership in a changing environment. The complex and chaotic nature of the school setting requires organizational leaders to be flexible and to have the ability to recognize and address its changing needs. The school nurse can develop personal power to be used as an appropriate agent for change using Benziger's 12-step process. Conflict and cultural consonance promotion provide opportunities for the school nurse to demonstrate leadership skills within the school community. Positive deviants can be found in any setting. They demonstrate winning behaviors that can be adopted by their peers. School nurses, in their unique role, can use their leadership behaviors to promote the health of their school environment.

Mary Perkins Ryan remains one of the least recognized of the twentieth-century figures in the modern renewal of Catholic education in the United States. The reasons are many but none satisfactory. Ryan was an intellectual without a scholarly credential. She was an educator without an affiliation to an academic institution. She was a leading voice for professional standards in church religious education without ever serving in either a parish or diocesan role. Ryan worked alongside the giants of twentieth-century Catholic educational history - Gerard Sloyan, Johannes Hofinger, Gabriel Moran, Berard Marthaler, Maria Harris, Gloria Durka, and Thomas Groome. Their shadow cast long and may be the reason why despite her leadership in the American liturgical movement and her visionary stance on adult religious education, Ryan still remains on the margins of Catholic educational history. The purpose of this article is to illustrate how Ryan's intellectual corpus, which includes twenty-four authored works and two decades of editorial direction at The Living Light and Professional Approaches for Christian Educators (PACE), justifies her place alongside the more established figures of her time. It is to reclaim a leadership role for Ryan as a visionary in the modern renewal of Catholic education and in so doing to move her contributions from the margins to the main text of that history.

Purpose: The leadership of the principal is known to be a key factor in supporting student achievement, but how that leadership is experienced and instructionally enacted by teachers is much less clear. The purpose of this study was to examine various factors that are often present in principal-teacher interactions and teacher-teacher relationships to see how those may have an impact on teachers' classroom instructional practices. Data Collection and Analysis: Data for this quantitative study are from a teacher survey developed for the national research project, Learning from Leadership, funded by the Wallace Foundation. There are 4,165 completed surveys in the database, which reflects responses from teachers in grades K-12 in a sample of schools across the United States. Using a conceptual framework based on various known components of effective schools today, a stepwise linear regression examined the relationships among practices such as shared leadership and professional community with contextual variables such as trust and efficacy. Findings: Three types of instructional behaviors--Standard Contemporary Practice, Focused Instruction, and Flexible Grouping Practices--emerged as strong factors which operationally described effective teacher practice. The presence of shared leadership and professional community explain much of the strength among the three instructional variables. Furthermore, the effect of teachers' trust in the principal becomes less important when shared leadership and professional community are present. Self-efficacy strongly predicts Focused Instruction, but it has less predictive value for the other measures of instructional behavior. Individual teacher characteristics of gender and years of experience have clear impact on instructional practice, but there are no discernible patterns that suggest that the level of the principal (elementary vs. secondary) have more or less influence on teacher instructional behaviors. Conclusions: Increasing our knowledge about what leaders do and how they have an impact on the instructional behaviors of teachers will lead us to a better understanding of how leadership has a direct relationship to improved student achievement. These findings create a clearer picture of teacher-principal and teacher-teacher interactions that support learning and bring us closer to the elusive goal of clarifying the link between leadership and learning. (Contains 1 figure, 6 tables, and 3 notes.)

Purpose: The purpose of this paper is to identify the key aspects of transformation of universities towards sustainability, such as the ideal characteristics of the "sustainable university", and the drivers and barriers in the transformation, by comparing the strategies of seven universities world-wide. Design/methodology/approach: A systems transformation analysis of seven case studies has been applied through a self-evaluation based on the tridimensional Framework-Level-Actors (FLA) method. Findings: The study shows that none of the three dimensions of change is predominant over the others. The main barrier to be overcome is the lack of incentive structure for promoting changes at the individual level. The main drivers for change are the presence of "connectors" with society, the existence of coordination bodies and projects, and the availability of funding, all of which are important for progress. Enhancing interdisciplinarity is a strategic objective at almost all of these universities, while transformative learning is less present. A common characteristic for most of the institutions is establishing and supporting networks of expertise within the universities. These universities show important strategic efforts and initiatives that drive and nucleate change for sustainable development, the result of a combination of drivers. Practical implications: The FLA-method has proved useful for being used at the level of comparing case-studies through a bird's-eye perspective. Originality/value: The paper demonstrates the application of a simple tool that gives a global perspective on transformational strategies used in seven cases world-wide in the search for commonalities and differences. (Contains 3 tables, 2 figures and 2 notes.)

Beginning teachers in the United States continue to exit the classroom in alarming numbers, despite numerous recruitment and retention strategies. High turnover rates negatively affect instruction and, ultimately, student achievement. The purpose of this empirical inquiry of beginning-teacher retention issues is to better understand what new teachers value in a school leader within the context of professional learning communities. Twelve schools with low beginning-teacher attrition and transfer request rates were identified, and focus group interviews were conducted with four to six new teachers in each school (i.e., teachers with 1 to 3 years of experience, N = 61). Findings indicate that beginning teachers relate principal leadership, mentoring, and professional learning communities to their job satisfaction. (Contains 3 tables.)

Across American campuses, racial tension and other issues of diversity remain a major challenge. The majority of this country's institutions demonstrate that they value and promote diversity through efforts in affirmative action, minority student and faculty recruitment, minority retention, administration of special scholarships, diversity Web sites, diversity centers, and ethnic study programs. Most colleges and universities also identify diversity as a priority in their mission and core value statements. Despite continued institutional support for diversity issues, racial tensions remain very much in evidence. According to the Southern Poverty Law Center, college campuses are the third most common place for hate crimes to occur. In this article, the author discusses the importance of student racial climate and one student-based approach--Sustained Dialogue--to improve this climate on college campuses in the United States. Sustained Dialogue, a carefully defined but open-ended process that focuses on changing relationships that are strained along ethnic, racial, religious, or other lines, offers a safe environment for students to come together to explore relationship dynamics. (Contains 11 notes.)

On campuses throughout the United States the issue of shared governance is being hotly debated. The debate over the issue has driven several important questions to the forefront. These include: Just what is shared governance? Should crucial decision making be a joint effort including both faculty members and administrators? Are there certain areas on campus where faculty should be given sole responsibility for decision making? Should faculty and administration have equal power in making decisions that will affect the future of the institution? This article explores these and other critical questions that surround this issue from the perspective of an administrator at a public state run institution of higher education. In this exploration of the various philosophical and pragmatic aspects of the topic the author identifies the foundational research that leads to his beliefs.

The number of female school principals in the United States continues to grow each year, and many of these women are evolving into outstanding educational leaders. Cultural and gender barriers, however, continue to limit their leadership effectiveness despite their overall achievements. Many of these women have not maximized their leadership effectiveness despite their overall achievements, because they work in cultures that are not conducive to their transformational leadership styles. In addressing this and other issues, the authors of this article have provided a research synthesis regarding the female principalship. This "advice from the field" is designed to enhance the overall leadership effectiveness of practicing principals.

This study explores the nature of the relationship between transformational leadership and two work-related attitudes, organizational commitment and job satisfaction, by comparing Kenya and the United States. The results show that transformational leadership has a strong and positive effect on organizational commitment and job satisfaction in both cultures. Simultaneous factor analyses in several populations (SIFASP), using AMOS maximum likelihood procedure, provides evidence of conceptual and measurement equivalence for all three measures (transformational leadership, organizational commitment, and job satisfaction) employed in this study.

Although William P. Foster assumed the critical theorist's stance of revealing the presumptions and assumptions of educational leadership, he, among others, also provided the underpinnings for the field's current attention to issues of social justice. This article furthers the call, which Foster articulated in his final article, to assert leadership locally in countering the homogenizing effects of national standardization policies. Those who prepare local school leaders must engage in research at the local level that reveals educative approaches to preparing educational leaders that transcend policy limits on leadership.

While transformational leadership has received much attention in recent years, the purpose of this article is to explicate the concept of transition leadership and its centrality to understanding policy implementation and school change through a case study of one district and its school principals, transitioning from court-ordered desegregation to unitary status. The article begins with a discussion of the concept of transition leadership and then examines school principals' transitional leadership, that is, the process of helping to guide an organization's response to a very significant change in citywide policy. Data reported in this article are based on a series of open-ended, in-depth interviews with a sample of the district's elementary and middle school principals. Analyses suggest that transition leadership entails an unmaking of past policy while simultaneously remaking new policies and a heavy reliance on establishing a social fabric and sense of community. The conclusion calls for added attention to the balancing of continuity and change that may be necessary to the leadership of a policy transition. (Contains 1 figure and 2 notes.)

Factor analysis was conducted of responses to a transformational leadership questionnaire from 326 work force education graduate students in the United States (exploratory analysis) and United Kingdom (cross-validation). Leadership behaviors were associated with positive learner outcomes. The number of factors was confirmed in replication but the factor structure was not cross-validated. (SK)

Laptop computing programs have been in K-12 schools since the 1990s, but in recent months one-to-one learning seems to have reemerged as a top topic in education technology circles. According to Tim Wiley, senior analyst at research firm Eduventures, about 1,000 of the 15,000 school districts in the United States currently have one-to-one computing programs in one or more of their schools. Though he says these represent only "pockets" of progress, it is nevertheless a promising trend. In this article, the author presents some tenets K-12 technology leaders employ when prepping teachers for the challenges and possibilities of one-to-one, and these are: (1) recruit; (2) practice; (3) plan; (4) immerse; (5) involve; and (6) acknowledge.