Management in Education

Anteneh, Atalay Mesfin; Gebremeskel, Melaku Mengistu

2024 Management in Education

doi: 10.1177/08920206241277677

The study intended to investigate the role of destructive leadership behavior, and teachers’ demographic characteristics on teachers’ social engagement with students in colleges of teacher education in the State of Amhara. A mixed method with an explanatory sequential design was employed. 397 teachers and 366 students participated in the quantitative data collection (questionnaire), whereas the qualitative data were collected with the help of interviews with college deans and teachers. Data collected through a questionnaire was analyzed through descriptive and inferential statistics. On the other hand, narration and interpretation were employed for qualitative data analysis. Findings revealed that deans’ destructive leadership behavior was exhibited significantly. Teachers were socially engaged with students (t (396) = 58.902, d = 0.54, p = .000). Deans’ destructive leadership behavior and demographic characteristics explain teachers’ social engagement with students. However, demographic characteristics only have a minimal contribution in explaining teachers’ social engagement with students. In conclusion, demographic characteristics have no role in teachers’ social engagement with students but destructive leadership behavior plays a role. Finally, recommendations were forwarded to potential stakeholders.

Forrest, Colin; Hill, Ron; James, Chris

2024 Management in Education

doi: 10.1177/08920206231223646

The further education college sectors in each of the four jurisdictions in the UK have a code of governance that is intended to guide governing practice in the institutions in those countries. The paper reviews the governing codes and the governance arrangements of colleges in the four UK nations. We outline the methodology and literature that are used to underpin an analysis the content of the codes, and then draw out significant interlinked areas that emerged from the analysis. We make several recommendations concerning the purposes and processes of governing a college, relating to clarity, scope, expectations, and links to wider regulatory contexts. The paper concludes by highlighting implications for a wide range of audiences involved in the governing of further education colleges in the UK.

Ji, Shengjun; Yip, Sun Yee; Gindidis, Maria; Saito, Eisuke

2024 Management in Education

doi: 10.1177/08920206241269405

With the development of Australian schools and secondary education, there is an expectation by the public and authorities that students will receive a high-quality education. However, in socio-economically disadvantaged areas, schools are unable to sufficiently develop learning experiences for students from culturally and linguistically diverse (CALD) backgrounds due to problems with funding, management, and stakeholders. Further, school leaders are unable to provide high-quality educational resources for students. The aim of this autoethnographic study is to reveal the vulnerability that a pre-service teacher, Author1—who is also from a CALD background—experienced during his placement in a school in a socio-economically disadvantaged area with many students from CALD backgrounds. The negative situations these students faced and the hardship of changing the educational structure, which has been ongoing for years, were disheartening.

Hipona, Jyka Reego S.

2024 Management in Education

doi: 10.1177/08920206241273744

Middle leadership has become increasingly important in the growth and development of educational institutions. However, as the demand of mid-level managers increase, so do their development needs, specifically their professional and leadership development. This study, focused on basic education, identifies the challenges faced by senior high school mid-level academic managers (MLAMs) and their coping strategies. This study used a phenomenological qualitative design, where 11 senior high school academic coordinators were interviewed. The results from the interview showed three challenges that MLAMs have encountered, namely: transition to MLAM position, management, and personal challenges. MLAMs cope with these challenges by relying on their support system, gaining assistance from their institution, establishing self-discipline, and embracing their call as mid-level managers. Despite these challenges, they gain personal and professional growth, institutional recognition, and fulfillment from their pivotal leadership roles. These results can serve as a reference for a professional development plan for MLAMs in the basic education.

Prasetio, Bayu; Saputra, Wendi; Fajri, Muthia Atika; Septiani, Wicy Elvi

2024 Management in Education

doi: 10.1177/08920206241287841

Jolad, Shivakumar; Rajpuria, Khushi

2024 Management in Education

doi: 10.1177/08920206241278469

Studies have indicated that local governments and communities can play a legitimate role in governing publicly-funded schools, although debates continue in relation to where and how decentralization operates across different contexts. In the Indian context, it has been argued that educational decentralization received a significant boost following the constitutional amendments of 1992, which mandated local government school management in rural and urban areas across India. However, drawing from the history of school management in India, we show that in colonial India, government-funded schools were locally managed by district boards and municipal bodies. By studying the education Acts of Indian states post-independence, we show that nearly all states adopted a centralized management system with state-controlled appointment and transfer of teachers and funding. Nationally, about 77% of government schools are managed by the state Department of Education, while only 18% of schools are controlled by local bodies. By analyzing sections of the Right to Education Act of 2009, we show that while the Act advocates for decentralized management of schools, it fails to devolve funds and functionaries to the local level. We argue that India's constitutional structure, weak fiscal devolution to local bodies, centralized appointment of functionaries, bureaucratic mistrust of local authorities, fear of local elite capture, upper caste control, and teacher union lobbying have led to centralized state control of education.

Sibawaihi, Sibawaihi; Suyatno, Suyatno; Suyadi, Suyadi; Fernandes, Venesser

2024 Management in Education

doi: 10.1177/08920206241268506

Transforming “institutes” and “colleges” into “universities” has become a trend in the effort to develop state Islamic higher education institutions in Indonesia. The transformation idea was examined in this study, whether it was a globalization phenomenon or a glocalization phenomenon. Using a case study, this qualitative research found that globalization and glocalization played a role in institutional transformation. Through internationalization, globalization became the initial motive for transformation. However, under limited autonomy and funding, efforts to internationalize and implement globalization behaviors were hampered. In turn, glocalization appeared stronger through the political and moral literacies of the leaders of the universities. The resistance that started the controversy over the idea of transformation can, in principle, be accommodated and suppressed by the facts of glocalization. Without ignoring locality, accommodation for globalization can be optimized by accelerating these Islamic universities toward world-class universities and changing them into universities with greater autonomy.

Menda, Febi Eldami; Dwikurnaningsih, Yari

2024 Management in Education

doi: 10.1177/08920206241269397

Generally, the Principal's supervision activities have yet to run optimally due to their many duties and responsibilities. This study aims to develop a model of collegial supervision through a gallery walk by forming a virtual community. This Research and Development study involves 8 Principals, 16 expert teachers, and 32 supervised teachers. It employed interviews, questionnaires, focus group discussions, and documentation studies in its data collection. Qualitative data were analyzed using the Miles and Huberman model; meanwhile, the quantitative data were analyzed through quantitative–descriptive techniques with averages and percentages. The product of this research was the Virtual Community and Gallery Walk in Collegial Supervision (VGC) supervision model, consisting of designs of the collegial supervision model along with descriptions of the stages of supervision using the virtual community and gallery walk methods and guidelines for their use. Product validation and testing results showed that the VGC Supervision Model was feasible, applicable to education, and could effectively improve teachers’ abilities. This product could be used in a place with a stable signal, using the device or gadgets, and having skills in using information technology.

Ghamrawi, Norma; Ghamrawi, Najah AR; Alshaer, Ayat

2024 Management in Education

doi: 10.1177/08920206241234769

This study explored the professional identities of four Arab women holding academic middle leadership roles in higher education within the Arab States Region. Employing a narrative inquiry approach and guided by the Dynamic Systems Model of Role Identity, the research investigates how these women leaders perceived their career trajectories and navigated their role identities. The study sheds light on the multifaceted nature of their identity negotiations, influenced by a complex interplay of circumstances, social processes, critical incidents, key individuals, and opportunities. Notably, the study brings attention to the pervasive challenges faced by these women, not only externally but also from internalized biases ingrained within the system, perpetuated even by fellow women. The intricacies of these identity negotiations are further contextualized within micro-political processes and the inherent asymmetrical distribution of power in organizational hierarchies, marked by androcentric dominance, and lack of trust. Despite these challenges, the narratives suggest that women in these roles actively embrace collaborative and inclusive leadership styles, potentially enhancing their effectiveness in navigating the complexities of higher education leadership.

Arzu, Ethel Mae

2024 Management in Education

doi: 10.1177/08920206241245837

This article examines educational continuity in distance learning guidance documents developed by the Ministry of Education, Culture, Science and Technology in Belize during school closure for the 2019–2020 school year. Documents that were purposefully developed as part of the ministry's response to school closure because of the pandemic were collected and analyzed. The four themes that emerged from the analysis—access to technology, home-based learning and resources, continuing professional development, and adjustments to instructional planning and academic policies—describe how the ministry's guidance documents on distance learning supported educational continuity in Belize during school closure for the 2019–2020 school year. The analysis also reveals that the ministry’s reachability effort relied heavily on low or no-tech modalities to ensure educational continuity in response to the pandemic.