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Education Sciences
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Educational Leadership: A Global Perspective
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Educational Leadership: A Global Perspective

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

Deadline for manuscript submissions: closed (31 July 2016) | Viewed by 22724

Special Issue Editor

Dr. Jess L. Gregory

E-Mail Website
Guest Editor
Educational Leadership and Policy Studies, Southern Connecticut State University, New Haven, CT 06515, USA
Interests: instrument development; marginalized students access to curricula; educator attitudes toward inclusion and the relationships between trust and power.

Special Issue Information

Dear Colleagues,

Educational reform demands require educational leaders at the primary, secondary, and post-secondary (higher education) levels to prepare students able to compete in a worldwide economy. International assessments, such as the Program for International Student Assessment (PISA), pit nation against nation based on student outcomes. Even as Forlin (2013) and Slee (2013) argue that a competitive educational market is counter to the goals of equity and the global, public purpose of education; educational leaders struggle to meet the growing pressures to produce satisfactory, comparable results.

Whereas some researchers call for international comparative studies (Besemeyer and Trampusch, 2011), others warn (Crossley, 2008) that while these studies can be fascinating, they are laden with politically sensitive issues and can be misleading and possibly damaging.

Kandel (1933) frames it thusly:

In order to understand, appreciate and evaluate the real meaning of the educational system of a nation, it is essential to know something of its history and traditions, of the forces and attitudes governing its social organisations, of the political and economic conditions that determine its development. (p. xix)

Educational policy decisions are increasingly led by international proactive rights groups and further away from the educators that implement the policy decisions (Forlin, 2013). This guest-edited Special Issue, “Educational Leadership: A Global Perspective”, explores the intersection of global social, economic, and political interests and demands as they impact the dynamic field of educational leadership.

Jess L. Gregory
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 papers will be 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. 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.

References:

Busemeyer, M. R., & Trampusch, C. (2011). Review article: comparative political science and the study of education. British Journal of Political Science, 41(02), 413-443.
Crossley, M. (2008). Bridging cultures and traditions for educational and international development: Comparative research, dialogue and difference. International Review of Education, 54(3/4), 319-336.
Forlin, C. (2013). Changing paradigms and future directions for implementing inclusive education in developing countries. Asian Journal of Inclusive Education, 1(2), 19-31.
Kandel, I. L. (1933). Studies in comparative education. George G. Harrap and Company Limited: London.
Slee, R. (2013). Meeting some challenges of inclusive education in an age of exclusion. Asian Journal of Inclusive Education, 1(2), 3-17.

 

Published Papers (2 papers)

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Research

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205 KiB  
Article
“How It’s Done”: The Role of Mentoring and Advice in Preparing the Next Generation of Historically Black College and University Presidents
by Felecia Commodore, Sydney Freeman, Marybeth Gasman and Courtney M. Carter
Educ. Sci. 2016, 6(2), 19; https://doi.org/10.3390/educsci6020019 - 21 Jun 2016
Cited by 14 | Viewed by 6595
Abstract
The college and university presidency is one of the most coveted positions in academe. Due to the projected retirements of current Historically Black College and University (HBCU) presidents, the researchers interviewed 21 current presidents, institutional board members, and presidential search firm personnel to [...] Read more.
The college and university presidency is one of the most coveted positions in academe. Due to the projected retirements of current Historically Black College and University (HBCU) presidents, the researchers interviewed 21 current presidents, institutional board members, and presidential search firm personnel to explore what current HBCU leadership identifies as important mentoring/mentee practices, mentoring/mentee opportunities, and professional advice for HBCU presidential aspirants to consider. The findings, based on the coding and analysis of semi-structured qualitative interviews, revealed that self-awareness, focusing on the essential aspects of the job and not merely the perks, openness to being mentored and willingness to shadow a successful leader, experience in serving in various administrative capacities, participating in professional leadership development activities, earning of a terminal degree, displaying humility, understanding academic politics, and learning how to present oneself as an executive is important in the preparation of a leader of an HBCU. Full article
(This article belongs to the Special Issue Educational Leadership: A Global Perspective)

Review

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293 KiB  
Review
A Review of Research Evidence on the Antecedents of Transformational Leadership
by Jingping Sun, Xuejun Chen and Sijia Zhang
Educ. Sci. 2017, 7(1), 15; https://doi.org/10.3390/educsci7010015 - 13 Jan 2017
Cited by 42 | Viewed by 15568
Abstract
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 [...] Read more.
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. Full article
(This article belongs to the Special Issue Educational Leadership: A Global Perspective)
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