Journal of Electrostatics

PurposeThere is a growing interest in showcasing what building school capacity looks like empirically. Although there has been considerable focus on school reforms globally, the actual impact of such attempts on building school capacity, particularly in a non-Western context, remains less explored. This paper aims to illustrate the process of building school capacity in a Lebanese private school following its participation in a school-based improvement project.Design/methodology/approachData were gathered using focus groups and individual interviews, document analysis and participant observation by the researcher. Thematic analysis and emergent coding techniques were conducted, and the findings were compared to existing literature on school capacity building.FindingsFindings of this study explore various facets of school capacity for leading school-based improvement. They show building of personal, interpersonal and organizational capacities of the case school as termed by Mitchell and Sackney’s (2011) theoretical framework.Originality/valueThe paper demonstrates the process of building school capacity in a non-Western school context where participating in a school–university partnership is unusual. Being a case study, it explores the complex process of building school capacity in a given context, offering an in-depth and more nuanced understanding of this topic and illuminating its actionable and transformative effects for sustainable school improvement. It enriches the field of building school capacity by expanding to underexamined societies, especially in the Arab region, setting a foundation for future comparative research about this topic in diverse educational settings.

PurposeSchool principals are increasingly responsible for acting as instructional leaders, but research on data teams typically considers principals as secondary players responsible for ensuring that meetings occur but not necessarily for their quality. We investigated how elementary school principals in one district committed to data use influenced data team conversations.Design/methodology/approachIn this study, we analyze observation data of 34 data-team meetings held in four elementary schools in one rural district.FindingsWe found that principals regularly dominated the data-team meetings, strongly influencing decisions related to students discussed, how they were discussed and what decisions were made as a result. Moreover, data-team decisions seldom resulted in actual instructional change but instead most regularly ended by “staying the course.”Originality/valueThere are a number of implications to consider as a result of the many squandered opportunities to leverage data to lead instructional change. This study is one of the few to focus on how principals influence (and can limit) data-team conversations about students and instructional response.

PurposeThis study replicates and extends prior research on principal hiring preferences and conceptualizations of teacher “fit.” We investigate the specific fit dimensions principals value, the contextual factors informing their fit conceptualizations, and the implications of fit-based hiring for schools and candidates. By shedding light on these critical issues, our research advances theory and practice related to teacher selection and organizational fit in education.Design/methodology/approachSemi-structured interviews were conducted with principals, teachers and central office administrators in a mid-sized, collaborative-oriented US suburban school district to explore their perceptions of fit and experiences with hiring practices, with a focus on principal perceptions.FindingsPrincipals prioritized candidates’ alignment with school values and work group compatibility over job-specific skills when assessing fit. They sought candidates who could both assimilate into and add value to the school culture. As key decision-makers, principals interpreted fit in ways that matched organizational and community expectations, translating these expectations into hiring decisions.Research limitations/implicationsThe study’s small, homogeneous sample from a single district limits generalizability. Additionally, the teacher applicant pool in the district studied was large enough that principals could base some hiring decisions on fit.Originality/valueDeparting from previous studies, this research finds that principals prioritize school culture and team fit over job qualifications when hiring. The study provides fresh perspectives on how principals perceive candidate fit and makes a unique contribution by examining fit perceptions through a novel application of a theoretical framework.

PurposeThis study investigated how leader characteristics, interpersonal dynamics, and situational context may predict turnover intentions among novice principals and assistant principals.Design/methodology/approachA quantitative survey was administered to 1,945 novice school leaders in Sweden. Linear regression analysis was conducted to identify factors contributing to turnover intentions and to compare the predictive influences between principals and assistant principals.FindingsThe results indicate that leader characteristics such as gender, emotional stability and self-efficacy, interpersonal dynamics like trust and emotional containment and situational context factors including role demands and managerial support, significantly shape turnover intentions. The overall pattern of factors influencing turnover intentions was similar for both principals and assistant principals, with some differences observed.Practical implicationsThe study underscores the limitations of one-dimensional strategies, advocating for a comprehensive approach to enhancing school leader retention. Effective interventions should address individual attributes, foster trust within teams and strengthen organizational support structures.Originality/valueThis research provides fresh insights into the turnover intentions of novice school leaders, emphasizing that a combination of factors across different domains predicts turnover intentions. The findings support the development of multi-faceted, context-sensitive strategies for retaining school leaders.

PurposeThis study explored the relationships between principals’ distributed leadership, school organisational culture and the effectiveness of school innovation management. A questionnaire was administered to gather data from public junior high school teachers in Taiwan.Design/methodology/approachUsing the stratified random sampling method, 1,557 questionnaires were sent to 98 schools in Taiwan, and 1,018 valid questionnaires were obtained. All data were analysed using descriptive statistics and structural equation modelling.FindingsSchool organisational culture significantly mediated the relationship between principals’ distributed leadership and the effectiveness of school innovation management. This mediating role was confirmed through multiple mediation analyses, highlighting the essential link between leadership practices and school innovation outcomes.Originality/valueThis study provides new insights into how distributed leadership by school principals can enhance the effectiveness of school innovation management by cultivating a solid organisational culture. The results underscore the importance of distributed leadership in fostering an environment conducive to school innovation.

PurposeThis study aims to examine the roles of principal resilience (psychological, social and spiritual) and trust in colleagues in predicting the flourishing of school principals, considering different career stages.Design/methodology/approachUtilising multigroup structural equation modelling and mediation analysis, data were collected from a sample of 1,274 school principals in China. The study investigates the direct impact of resilience on flourishing and the mediating role of trust in colleagues, with a focus on variations across different career stages.FindingsThe findings reveal that all aspects of a principal’s resilience significantly impact their flourishing, with trust serving as a partial mediator. Notably, the influence of spiritual resilience on flourishing is significant only for principals in the later stages of their careers.Originality/valueThis research contributes to the expanding body of literature on educational leadership by highlighting the importance of resilience and trust in fostering principal flourishing. The insights gained offer valuable knowledge for developing support strategies to enhance the flourishing experiences of school principals throughout their careers.

PurposeDiocesan systems of Catholic schools in the USA have been trying to make urban elementary schools more sustainable in an era of declining enrollment. This paper sought to better understand how system and school leaders conceptualize what it takes to “sustain the legacy” of these schools.Design/methodology/approachWe conducted a qualitative analysis of interview data collected from 44 Catholic system and school leaders, comparing leaders’ perspectives about what they believed urban Catholic school principals should be doing to contribute to sector reform initiatives.FindingsWe found system and school leaders agreed principals should take responsibility for “sustaining the legacy” of urban Catholic schools, but they disagreed about the ultimate purpose of sustaining these schools. These disagreements shaped the decisions each group believed principals should prioritize.Originality/valueWe demonstrate in this paper that a systemic reform lens is useful when attempting to make sense of whether or how certain conditions within diocesan systems as currently designed may account for ongoing and persistent organizational crises within the Catholic sector.

PurposeThis study was conducted to investigate the effect of principal leadership (PL) on teacher professional learning (TPL) with the possible mediation of teacher trust (TT) and teacher agency (TA) using a broader set of data collected from published research.Design/methodology/approachThe study uses meta-analytic structural equation modelling to compare weighted effect sizes between variables produced by research across different periods and contexts. The bilateral relations of PL with study variables were first examined, and then the model-data fit was tested for both the proposed and the two alternative models.FindingsThe results showed that PL had a significant and “very large” effect on TPL, TT and agency; PL affected TPL mostly indirectly over TT and agency. TT and agency collectively predicted nearly half of the variance in TPL.Originality/valueThe study uses a novel and advanced methodology to investigate the relationships among the study variables using data from 59 studies with a sample size of 67,035 participants from around the world. The results contribute to the literature, offering a more global understanding of the interaction of PL, TPL, trust and agency.

PurposeThis paper explored the intersection of leadership, crisis and context to understand the social and political dimensions of crisis as a phenomenon.Design/methodology/approachThis multiple case study of three urban superintendents used crisis and complexity theory literature to inform analysis of superintendent interviews, board observations and social/media content.FindingsCOVID-19 exhibited attributes—crisis origin, breadth and severity, clarity of action and time horizon—that shaped how leaders led and managed. And stakeholder composition, values and motivations shaped how superintendents engaged with actors in their efforts to balance the competing values of safety and choice.Originality/valueParacrisis and complexity theory literature offer important insights into crises and crisis leadership. These conceptual perspectives illuminate how stakeholders shape macro- and local-level crisis contexts. Further, they underscore the importance of accurate and timely feedback that informs the social and political dimensions of crisis management.

PurposeThis scoping review examines the literature on school leadership during the COVID-19 crisis to consolidate knowledge on how school leaders adapted to unprecedented challenges. It aims to highlight the multifaceted aspects of school leadership during the pandemic, emphasizing the need for distinct approaches in crisis situations.Design/methodology/approachUsing scoping review methodology, this study analysed empirical work published between January 2020 and May 2023. Using PRISMA-ScR guidelines, it focused on peer-reviewed articles that examined leadership practices and strategies during the health crisis. Key features were distilled through thematic analysis, incorporating both inductive and deductive reasoning from the selected literature.FindingsThe study indicated that school leadership during the COVID-19 crisis involved care, collaboration, communication and quick decision-making. School leaders demonstrated resilience and innovation to ensure continuity of learning and support community well-being. Inclusive leadership, technology integration and personal characteristics like empathy emerged as pivotal aspects. The mapping revealed a prevalence of qualitative methodologies in one context, highlighting the need for diverse methodologies to comprehensively understand school leadership during crisis.Originality/valueThis review contributes to educational leadership by offering a thorough overview of the research on school leadership during the COVID-19 crisis. It emphasises context-specific leadership and the need to frame educational leadership in ways that will equip leaders for future crisis, suggesting considerations for leadership models tailored to crisis circumstances.

PurposeThis study examined the diverse expressions of self-fulfillment among principals working in Israel’s special education system for complex disabilities. It addressed two primary questions: (1) What are the perceived manifestations of self-fulfillment among principals in the context of complex disabilities? (2) What examples of self-fulfillment do these school principals provide?Design/methodology/approachThe study employed a qualitative methodology to explore the experiences of self-fulfillment among principals in Israel’s special education system for complex disabilities. Special education principals in this context are school leaders whose responsibilities focus solely on managing schools dedicated to children with severe and complex disabilities, such as autism spectrum disorder, intellectual disabilities and physical disabilities. Semi-structured, face-to-face interviews were conducted with 17 school principals, providing an in-depth understanding of their perspectives and experiences.FindingsThe study identified four patterns of self-fulfillment expressed by the participants: fulfillment in students’ advancement, fulfillment in facilitating social change, fulfillment through inclusive relationships and fulfillment as a mission and calling.Originality/valueWhile self-fulfillment is acknowledged as a common work experience, the expressions and meanings attributed to it by principals working exclusively in special education settings have not been explicitly investigated. By examining the distinct context of special education for complex disabilities, where principals’ roles are driven by a sense of calling and social significance, this study revealed unique manifestations of self-fulfillment. These differ from the career-focused fulfillment seen in for-profit organizations.

PurposeEarly conceptual thinking about distrust and more recent neurological evidence reveals that distrust is not the same as low trust. They are distinct mental states, active in different brain regions and shaped by different experiences. We use this evidence to conceptualize teacher distrust in the school principal and to construct a set of hypotheses for empirical testing.Design/methodology/approachA correlational research design with teacher survey data was used for the empirical study. Teacher survey data came from a sample of high school teachers in a metropolitan area of a southwestern state in the United States. A total of 801 high school teachers received an electronic survey by email. Useable responses were received from 416 teachers, leading to a 52% response rate. Hypotheses were tested with structural equation modeling in AMOS 28 using Robust Maximum Likelihood estimation.FindingsThe empirical evidence demonstrates that distrust and trust have different antecedents and that these perceptions have opposite relationships with teacher work stress and loyalty behaviors.Originality/valueThis study is a first step toward better understanding the distinction between distrust and trust in school role-relationships.

PurposeThe purpose of this study was to introduce teacher epistemic curiosity for student learning into the leadership literature and to determine if school principals can support it. The inquiry was organized by the following research question: In what ways can principal–teacher conversations support teacher epistemic curiosity for student learning? The research question guided the review of literature on epistemic curiosity, eventually leading to the leadership practice of transformative leadership conversation (TLC). A hypothesized model on the relationship between TLC and epistemic curiosity for student learning was advanced from research on student and employee curiosity and self-determination theory.Design/methodology/approachThe hypothesized model was tested with a correlational research design. Teacher survey data were collected in December 2023 from a random sample of certified public school teachers from a metropolitan area in a southwestern state of the USA. Usable survey responses were received from 2,022 teachers, resulting in a 55% response rate. The hypothesized model was tested with structural equation modeling in AMOS 28 using robust maximum likelihood estimation. The latent models include measurement and structural components.FindingsResults confirm the hypothesized relationships among TLC, need-satisfaction and teacher epistemic curiosity. TLC and need-satisfaction both had strong, direct relationships with teacher epistemic curiosity for student learning. TLC explained approximately 20% of the variance in teacher curiosity and need-satisfaction explained approximately 18%. The combined model accounted for approximately 55% of the variance in teacher epistemic curiosity.Originality/valueThe study emerged from robust evidence on the essential function of curiosity for knowing, learning, performance and life well-being, as well as limited research on social processes that leaders can leverage to stimulate teachers’ motivation to understand how their students learn. Curiosity is an inner energy behind learning; it fuels an innate drive to explore, know, create, design and adapt to our surroundings. Schools and classrooms come to life when teachers and students engage in learning from a place of curiosity, making this motivational resource worthy of leadership attention.

PurposeThis paper presents a case study of a school district–university partnership to co-design a Children’s Cabinet, a cross-sector initiative bringing together institutional and community leaders to address youth well-being in the aftermath of the COVID-19 pandemic. In a vibrant, immigrant-serving community in the Northeast United States, the partnership was initiated by district leaders in Spring 2021 after pandemic disruptions led to a youth mental health crisis.Design/methodology/approachOur descriptive, qualitative case study focuses on the structure and emerging design principles of the research–practice partnership, which established a Children’s Cabinet comprised of educational, government and community leaders along with researchers. From Spring 2021 through Spring 2024, we collected and analyzed member and youth interviews, ethnographic observations and artifacts from all meetings and process interviews with key partners.FindingsWe describe the structure of the partnership, including how researchers and district leaders collaborated on meeting facilitation and how researchers conducted and shared applied research. We then discuss three design principles that guided the work, including centering relationships, sustaining focus on key goals and embedding applied research.Originality/valueAs embedded research partners, our team is uniquely situated to narrate the nature and structure of the partnership and reflect on the design of our cross-sector initiative. Increasingly, universities are partnering directly with districts on school improvement initiatives. Our work shows how engaging in RPPs to bring together school, community and research partners can facilitate local leadership and collaboration to address complex, cross-sector goals such as increasing youth well-being.