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Education Sciences
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Innovations in Educational Leadership Preparation and Development: Promising Approaches and...
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Innovations in Educational Leadership Preparation and Development: Promising Approaches and Results

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 March 2023) | Viewed by 5792

Special Issue Editor

Dr. Margaret Terry Orr

E-Mail Website
Guest Editor
Educational Leadership, Administration and Policy, Fordham University, 113 West 60th Street, New York, NY 10023, USA
Interests: leadership preparation approaches and effectiveness; improvement science

Special Issue Information

Dear Colleagues,

The purpose of this Special Issue is to highlight current innovations in leadership preparation and development with evidence on their effectiveness.

The ongoing global pandemic has created new urgency for quality leadership preparation and development. There are reports of leadership burnout, turnover and shortages from around the world as school and district leaders struggle to serve their students and communities under uncertain health and resource conditions. Policy debates over equity issues, culturally relevant pedagogy and approaches to serving students of varied needs (language, economic and disability) add challenges to how school and district lead student learning.

Available research has shown that quality leadership preparation (both content and field work) positively influences what aspiring leaders learn, their advancement into initial leadership positions and their impact on their staff and schools. There is emerging evidence that quality leadership development similarly has a positive influence on schools and student learning. While there is a plethora of case studies and descriptive work on innovative leadership preparation and development practices, there is a strong need for quantitative, qualitative, and mixed-method research studies of innovative approaches, practices and program models, and their effectiveness, which can inform program providers—universities, nonprofit organizations, districts and governmental agencies—and local, regional and national policy.

The aim of this Special Issue is to foster a community of scholarship on development and research on innovations in educational leadership preparation and development, internationally. Fitting the scope of Education Sciences, this Special Issue strives to provide research evidence that can inform education policy and practice by demonstrating what works, for whom, how and under what conditions

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Quantitative, qualitative, and mixed-method research studies of innovative approaches, practices and program models, and their effectiveness.
  • Quantitative, qualitative, and mixed-method research studies or longitudinal studies on the impact of leadership preparation and development programs and services for participants, their schools or their systems.
  • Review of research on leadership preparation and development approaches from disparate backgrounds and contexts, or theoretical perspectives.
  • Comparative studies that compare and contrast different approaches to leadership preparation and development.
  • Policy studies on innovative national, regional or local approaches to influencing leadership preparation and development through requirements, licensure, funding, and program support.
  • International studies are strongly encouraged.
  • Measurement tools, methods and models for leadership preparation and development.
  • Focus on all levels of leadership preparation and development (initial, intermediate and advanced).

Tentative completion schedule:
Abstract submission deadline: 1 August 2022
Notification of abstract acceptance: 15 September 2022
Full manuscript deadline: 30 March 2023

I look forward to receiving your contributions.

Dr. Margaret Terry Orr
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • leadership preparation
  • leadership development
  • principal preparation
  • leadership training
  • university
  • school district
  • licensure

Published Papers (3 papers)

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Research

32 pages, 2043 KiB  
Article
Professionalization Pathways for School Leaders Examined: The Influence of Organizational and Didactic Factors and Their Interplay on Triggering Concrete Actions in School Development
by Els Tanghe and Wouter Schelfhout
Educ. Sci. 2023, 13(6), 614; https://doi.org/10.3390/educsci13060614 - 16 Jun 2023
Viewed by 2051
Abstract
It is believed that school leadership contributes to efficiency and equity in school performance. Therefore, it is essential that professionalization initiatives for school leaders foster learning and development processes towards effective leadership. Based on a literature review, several factors appear to facilitate the [...] Read more.
It is believed that school leadership contributes to efficiency and equity in school performance. Therefore, it is essential that professionalization initiatives for school leaders foster learning and development processes towards effective leadership. Based on a literature review, several factors appear to facilitate the influence of professionalization programs on learning outcomes of school leaders but empirical research on real effects and on explanatory processes is limited. This research gap forms the basis for this mixed methods study, in which we design and implement a longitudinal professionalization program as the research setting. We distinguish an organizational dimension focusing on structural choices and an intertwined didactic dimension. We examine which specific interaction between both contributes most to concrete learning-driven actions at the school of the participant. The results indicate that by participating in the program with such a design, school leaders prepare action plans for their own school and start up school development. The interaction between actively providing theoretical frameworks, further deepening insights through peer learning in professional learning communities, the conversion of insights into concrete action plans and supporting this with school-specific coaching leads to the strongest results, analyses show. Full article
(This article belongs to the Special Issue Innovations in Educational Leadership Preparation and Development: Promising Approaches and Results)
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15 pages, 848 KiB  
Article
Isolated or Integrated? Tracing the Principal Mentor–Intern Relationship across an Academic Year
by Timothy A. Drake, Lacey E. Seaton and Laura Ivey
Educ. Sci. 2023, 13(5), 442; https://doi.org/10.3390/educsci13050442 - 25 Apr 2023
Cited by 1 | Viewed by 1341
Abstract
High-quality principal internships are defined, in part, by support from high-quality principal mentors. We traced the development and quality of principal mentor–intern relationships during an academic school year and found that mentors played a significant role in determining the extent to which interns [...] Read more.
High-quality principal internships are defined, in part, by support from high-quality principal mentors. We traced the development and quality of principal mentor–intern relationships during an academic school year and found that mentors played a significant role in determining the extent to which interns were isolated or integrated into the school leadership team. Specifically, mentors influenced (1) the types of tasks and activities interns were allowed to engage in, (2) the level of autonomy interns were afforded, and (3) the support interns received. Importantly, interns’ own proactivity shaped each of these aspects of their internship experience. Full article
(This article belongs to the Special Issue Innovations in Educational Leadership Preparation and Development: Promising Approaches and Results)
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20 pages, 307 KiB  
Article
“From Two Different Perspectives” to Simultaneous Renewal: Program Components That Inform and Transform Practice through a University–District Leadership Preparation Partnership
by Shanna Dawn Anderson, Kate Meza-Fernandez, Sharon Lai-LaGrotteria, Donna Volpe and Rachel Garver
Educ. Sci. 2023, 13(4), 357; https://doi.org/10.3390/educsci13040357 - 30 Mar 2023
Viewed by 1267
Abstract
University-district partnerships are promising models for leadership preparation programs, however many partnerships fall short of their potential. In this two-year qualitative, action research study, we examine how a university-district partnership led to the simultaneous renewal of the district and university as it sought [...] Read more.
University-district partnerships are promising models for leadership preparation programs, however many partnerships fall short of their potential. In this two-year qualitative, action research study, we examine how a university-district partnership led to the simultaneous renewal of the district and university as it sought to develop transformational school leaders. Analysis of semi-structured interviews with program participants, university staff, and district administrators indicated the impactful role of cohorts, co-teaching, and inquiry-based instruction in the continual improvement of all stakeholders. We show how each of these program components informed and transformed the university and district. We also identified partnership conditions that supported their effectiveness. Our findings inform universities and districts designing partnerships for leadership preparation and provide existing partnerships that incorporate cohorting, co-teaching, and inquiry-based instruction a better understanding of their potential impact. Full article
(This article belongs to the Special Issue Innovations in Educational Leadership Preparation and Development: Promising Approaches and Results)
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