The concept of distributed pedagogical leadership (DPL) practice in education is advanced as an acceptable element in enhancing the quality of pedagogical improvement and the academic achievement of ...learners across educational contexts. This concept is conceived as a leadership style, where stakeholders are formally and informally involved in the leadership process. The interdependence of stakeholders in the enactment of this concept is underpinned by the five dimensions of DPL, namely: enhancing shared consciousness of visions, and strategies between stakeholders; distributing responsibilities for pedagogical leadership; distributing and clarifying power relationship between the stakeholders; distributing the enactment of pedagogical improvement within centers; and developing a strategy for DPL. This study employed a systematic literature review that mapped relevant literature to the topic. The database of sources consists of 10 articles on DPL published in the English language and in high-ranking journals between January 2010 and December 2021. The review highlights empirical and theoretical-conceptual contributions to the literature on DPL including the methodologies used in the studies. The study extensively expounds on the underpinning theoretical and conceptual frameworks to elucidate this concept. The result implies the need to promote the culture of DPL in all learning levels and spheres of education.
To facilitate an in-depth understanding of how leadership styles affect teachers’ job performance, it is essential to understand mediating variables and their impacts on the performance of teachers. ...This research investigated the association between commitment, pedagogical leadership and teacher performance. It used a correlational research design involving the 539 teachers from Gozamin and Dembecha districts, Ethiopia. First, fitness of the models was confirmed via confirmatory factor analysis. There were a modest to high, significant and positive relationships between pedagogical leadership, teachers’ performance, and their commitment. Pedagogical leadership positively predicted the commitment of teachers, which enhanced job performance. The study found that pedagogical leadership was a protective factor that had an indirect influence on indices of teacher job performance via commitment. This paper adds significantly to the theory and literature on teacher performance by associating it with leadership style and commitment in the Ethiopian situation. In a practical sense, the study results are anticipated to be important for school principals and policymakers to monitor teachers’ job performance, thus, maximizing their contribution as experiential educators at schools, to ensure quality education for all (SDG 4).
Purpose: determine the relationship of pedagogical leadership and educational management considering a primary level educational institution.
Theoretical framework: The literature has reported ...good findings on pedagogical leadership independently from educational management, which is one of the reasons why it was decided to investigate both categories.
Design/methodology/approach: Under an exploratory and basic study, with a qualitative, relational approach, the bibliographic analysis was performed, using a documentary guide.
Findings: After reviewing and analyzing the articles published in Scopus and other academic platforms, it was shown that pedagogical leadership and educational management maintain a very significant relationship, since by having certain skills of managers, teachers and administrative staff, educational management will be adequate, allowing to improve the results in educational institutions.
Research, Practical & Social implications: It is suggested that researchers study pedagogical leadership and educational management together, using a mixed survey and interview approach.
Originality/value: It was found that as long as the authorities of the educational entities exercise pedagogical leadership in each of the administrative and academic activities, there will be a better teamwork that will allow achieving institutional goals through efficient educational management.
This open access book provides a comprehensive overview and in-depth coverage of contemporary aspects of leadership in the field of education in Finland. It brings together Finnish scholars to ...critically explore and discuss leadership in education in the context of the Finnish education system and in relation to international discourses around the topic. It discusses the phenomenon of leadership in educational contexts through several novel empirical and theoretical research designs. It includes themes such as distributed leadership and collaborative governance, changing aspects in the leadership profession, and contradictions in everyday organizational practices and realities. The work also combines conceptual discussions in educational and pedagogical leadership to analyze and to clarify the theoretical and conceptual multidimensionality and ambiguities.
The concept of pedagogical leadership (PL) is vague and still developing in the field of Educational Leadership. This article examines the body of knowledge on this elusive term, to extract the key ...components that constitute the studies of PL in the last five years (2017-2020). The keyword of pedagogical leader* was solely used to search in the Web of Science database, and subsequently narrowed down to 54 reviewed articles through listed criteria for bibliometric analysis. Apart from the global bibliometric descriptions of PL, it is evident that the term pedagogical leadership is an emerging theme in WoS databases and is mostly cited from Nordic and European countries. Future suggestions for eastern scholars are to collaborate with western scholars, to better understand its concepts as compared to other prominent types of leadership such as Transformational, Distributed, and Instructional Leadership.
This article focuses on pedagogical leaders’ challenges and tensions in their everyday work in early childhood education (ECE) in Norway. It investigates the relationship between policies and ...regulations formulated in the Framework Plan for Kindergarten (FPK) (Ministry of Education and Research, 2017) and their leadership enactment and practices in Norway’s ECE settings. Drawing on Lipsky’s (2010) street-level bureaucrats (SLB) theoretical framework, it analyses how ECE pedagogical leaders interpret and implement educational policies. The qualitative methods of this study include semi-structured interviews with twenty pedagogical leaders and four kindergarten managers and participatory observation in four ECEs. The article explores and discusses the following research questions: How do pedagogical leaders in early childhood education experience and navigate policy and regulations at work? What tensions and challenges may arise in these processes? Findings reveal the complexity of their role in navigating policy and regulations. The analysis finds three main challenges and tensions: (1) balancing compliance and autonomy, (2) stakeholders’ demands and professional judgment, and (3) navigating limited resources and workload. In line with research in the ECE field (see, e.g. Børhaug & Bøe, 2014, 2022), the findings argue that the tensions and challenges of ECE pedagogical leaders may lead to a simplification of their work, decreased critical thinking, and less knowledge development, potentially impacting pedagogical quality.
Global Perspectives on Leadership in Early Childhood Education aims to improve leadership and management in Early Childhood Education and Care (ECEC) settings through research evidence. Written for a ...wide audience, including the academic community, policymakers, practitioners, teachers, directors, and professionals, the book provides knowledge and tools to enhance the ECEC sector. Divided into three thematic sections, the book examines the theory of leadership in ECEC, strategies for improving professional development, and the governance and policies related to ECEC leadership worldwide. In its 16 chapters that blend theoretical and practical perspectives, the book addresses diverse topics, such as pedagogical leadership in different countries, peer mentoring, and the utilization of digital technology in early childhood education. The volume draws upon collaboration through the International Leadership Research Forum in Early Childhood (ILRF–EC) and encompasses contributions from across the world, from South Africa to Norway, Australia, Finland, and beyond. By incorporating different contexts and viewpoints, Global Perspectives on Leadership in Early Childhood Education makes a significant and timely contribution to the field of education.
This research article seeks to answer two questions: "What are the main Implicit Theories that can be inferred from principals about Pedagogical Leadership in some Alternative Basic Education Centers ...(CEBA) in Arequipa in a context of educational and teaching reforms?" and "What level of affinity do the Implicit Theories of CEBA principals have with that of their teachers about Pedagogical Leadership? The research was of a descriptive level, with a qualitative approach, and case studies were chosen as the main method. We worked with 10 directors to whom an in-depth interview was applied, which was transcribed and the corresponding analyses were made from this compilation. In addition, a Perceptions Scale was used on the pedagogical management of principals and teachers of CEBA itself. In a complementary manner, the field notebook was applied as a review of documents and tools for the analysis of discourse. The general results reveal that in the provisional categories such as shared vision, teacher training, conditions and results, institutional climate, student protagonism, curricular pertinence, reflection on pedagogical practice and pedagogical accompaniment, and the emerging categories such as access to leadership, role focus, key concept, central purpose, contextual problems, role of principals and specialists, and aspects of ABE normativity, principals have an Administrative-Centered Theory, more Conservative than Renewal Type. The few managers with a Pedagogical Centered Theory are more affiliative than transformative. Likewise, it was found that in general teachers have perceptions that are not aligned with those of their CEBA directors, which makes Pedagogical Leadership complex, making it necessary to build a distributed Pedagogical Leadership in a broad sense, rather than reducing it to the learning processes in the classroom, a fact that should contemplate the trainings promoted by the Ministry of Education
This paper explores Chilean early childhood and care (ECEC) principals' pedagogical leadership in the public sector, drawing upon literature regarding ECEC leadership. Following up a qualitative ...tradition, a purposive sample was used which considered 13 ECEC settings, from the 2 leading providers of public ECEC in Chile: JUNJI (the National Board of Nurseries for its acronym in Spanish) and Integra Foundation. Different techniques were used for data collection: semi-structured interviews with principals, ECEC teachers, teaching assistants, and parents. In addition, a shadowing technique was used to observe principals. Findings show that ECEC principals' leadership is based on limited space to develop a pedagogical leadership due to a high administrative workload, alongside strong ethics of care fostered by principals, which are shared by the educational community - ECEC teachers, teaching assistants and families. We aim to generate knowledge about ECEC leadership for the Latin American context, particularly for the Chilean case, where we do not have any evidence about this topic.
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