【SSCI】教育学期刊《Journal of Educational Administration》最新论文推送（2024年10月）

《Journal of Educational Administration》共21篇，祝大家阅读愉快。

《A framework of justice-centered leadership practice: a qualitative, multidistrict study》

《一个以公正为中心的领导实践框架: 一个定性的、多区域的研究》

作者：Meagan S. Richard

英文摘要：Purpose The purpose of this study is to identify key school leadership practices that center social justice and are evidenced across multiple school and district contexts. Design/methodology/approach A qualitative, multidistrict research design is used within this study. Sampled across seven US school districts, 24 school leaders were interviewed about their justice-centered school leadership practices within and outside of their school buildings. Findings Participants engaged in five key domains of justice-centered practice, which included 13 practice areas and 28 sub-practices. These domains include (1) creating an inclusive and caring environment, (2) promoting equitable opportunity to learn, (3) strengthening staff capacity for justice, (4) positioning families as partners in education and (5) building and extending community capacity and resources. Originality/value This study incorporates empirical data across diverse contexts and investigates actions relevant to diverse students and multiple justice-centered leadership approaches. By doing so, this study unearths a spectrum of justice-centered school leadership practices, presenting these in one of the few empirically grounded frameworks available in the literature. This framework provides an accessible, comprehensive and actionable starting place for practitioners hoping to lead in socially just ways and for preparation programs who will support these leaders.

中文摘要：目的 本研究的目的是找出学校领导实践中心的社会正义和证明跨多个学校和地区的背景。设计/方法/途径 在这项研究中使用了一个定性的，多区域的研究设计。通过对美国七个学区的抽样调查，我们采访了24位学校领导，了解他们在校园内外以公正为中心的学校领导实践。调查结果 与会者参与了以司法为中心的实践的五个关键领域，其中包括13个实践领域和28个子实践。这些领域包括(1)创造一个包容和关爱的环境，(2)促进公平的学习机会，(3)加强司法人员的能力，(4)将家庭定位为教育的伙伴，(5)建设和扩大社区能力和资源。原创性/价值 本研究结合了不同背景下的实证数据，调查了与不同学生和多种以公正为中心的领导方法相关的行动。通过这样做，本研究揭示了一系列以正义为中心的学校领导实践，并将其呈现在文献中为数不多的基于经验的框架之一。这一框架为希望以社会公正的方式领导的实践者以及支持这些领导者的准备方案提供了一个便利、全面和可行的起点。

https://doi.org/10.1108/jea-11-2023-0285

《Tensions in data use for mission: academic data within holistic education》

《特派团数据使用方面的紧张局势: 整体教育中的学术数据》

作者：Mary F. Jones · Julie W. Dallavis

英文摘要：Purpose Research shows data-informed leadership matters for school improvement and student achievement, but less is known about what motivates leaders’ data use toward such outcomes, particularly in the Catholic school context. Design/methodology/approach This qualitative interview study uses interview (n = 23) data from a sample of Catholic school leaders to unpack how they conceptualize data, the motivations encouraging their data use and the challenges inhibiting data routines. Findings Catholic school leaders largely shared a narrow definition of data as quantitative, standardized achievement data, were motivated by a moral imperative to meet students’ needs and faced several common challenges, including time constraints, uncertainty in measurement, limited capacity and resources and issues of turnover at the classroom and school levels. Practical implications School leaders can assuage tension around data by broadening the scope of measures and appealing to teachers’ sense of personal responsibility and commitment to students. Originality/value These findings extend the research in three ways. They bring to light an important tension between data-informed practice and a whole child approach to education, highlight the possibility of motivating data use through conscience rather than compliance and provide insight into data perceptions in private schools, an understudied context in the literature.

中文摘要：目的 研究表明，数据知情的领导力对学校的改善和学生的成绩很重要，但是对于领导者使用数据的动机却知之甚少，特别是在天主教学校的背景下。设计/方法/途径 这项定性访谈研究使用了来自天主教学校领导者样本的访谈(n = 23)数据来解释他们如何概念化数据，鼓励他们使用数据的动机以及抑制数据常规的挑战。调查结果 天主教学校领导人基本上认同数据的狭义定义，即定量的标准化成绩数据，受到满足学生需求的道德要求的驱动，并面临几个共同的挑战，包括时间限制，测量的不确定性，有限的能力和资源以及课堂和学校层面的人员流动问题。实际意义 学校领导可以通过扩大措施的范围和呼吁教师的个人责任感和对学生的承诺来缓和数据带来的紧张。原创性/价值 这些发现从三个方面扩展了这项研究。它们揭示了以数据为依据的做法与全儿童教育方法之间的重要紧张关系，突出了通过良心而不是遵守来激励数据使用的可能性，并提供了对私立学校数据观念的深入了解，这是文献中研究不足的背景。

https://doi.org/10.1108/jea-11-2023-0265

《Dilemmas in district–university partnerships: examining network improvement communities as levers for systems change》

《地区-大学伙伴关系的困境: 审查网络改进社区作为系统变革的杠杆》

作者：Christine M. Neumerski · Maxwell M. Yurkofsky

英文摘要：Purpose The purpose of this study is to examine dilemmas in a district–university partnership that used network improvement communities (NIC) as a levers for systems change after COVID-19. Design/methodology/approach We draw on observations and in-depth, semi-structured interviews to understand the benefits and limitations of using network improvement communities embedded within a longstanding district–university partnership to address problems of practice. Findings Five dilemmas that emerged: (1) the need to continue the pilot roll-out of the NIC while still communicating a vision of the long-term, large-scale vision of NIC work, (2) center collaborative inquiry while still moving at a fast enough pace for participants to see progress, (3) include those most involved in the work while still having efficient decision making processes, (4) respect the knowledge and agency of participants while still supporting rigorous and impactful change and (5) honor the work the district is already engaged in while still extending beyond existing initiatives. Originality/value We conclude that the work of leading network improvement communities as part of a district–university partnership is complex. We add to the emerging research on NIC hub leadership by highlighting the dilemmas that must be managed in this work.

中文摘要：目的 这项研究的目的是考察地区-大学伙伴关系中的困境，这种伙伴关系使用网络改进社区(NIC)作为2019冠状病毒疾病后系统改变的杠杆。设计/方法/途径 我们利用观察和深入、半结构化的访谈来了解使用嵌入在长期的地区-大学伙伴关系中的网络改进社区来解决实践问题的好处和局限性。调查结果 出现的五个困境: (1)需要继续试点推出 NIC，同时仍然传达一个长期的，大规模的 NIC 工作愿景，(2)中心协作调查，同时仍然在以足够快的速度进行，以便参与者看到进展，(3)包括那些最参与的工作，同时仍然有效的决策过程，(4)尊重参与者的知识和代理，同时仍然支持严格和有影响力的变化，(5)尊重该地区已经参与的工作，同时仍然超越现有的倡议。原创性/价值 我们的结论是，作为地区-大学伙伴关系的一部分，领导网络改进社区的工作是复杂的。我们通过强调在这项工作中必须处理的两难问题，来补充正在出现的关于 NIC 枢纽领导力的研究。

https://doi.org/10.1108/jea-10-2023-0261

《School leadership in a non-western context: how is paternalistic leadership related to teacher well-being and commitment in collectivist versus individualistic school cultures?》

《非西方背景下的学校领导: 在集体主义和个人主义学校文化中，家长式领导与教师福祉和承诺有何关系？》

作者：Mehmet Şükrü Bellibaş · Mahmut Polatcan · M. Umut Ozcan · Muhammet İbrahim AKYÜREK

英文摘要：Purpose The present study aims to examine the moderation role of school culture attributes (individualism versus collectivism) in the relationship between paternalistic leadership and teacher commitment, mediated by teacher well-being. Design/methodology/approach The data included 1,152 teachers across 104 schools in Türkiye using a multilevel moderated mediation SEM model to test relevant hypotheses. Findings The results showed that teacher well-being fully mediates the relationship between perceived paternalistic principal leadership and teacher commitment. Additionally, the collectivist orientation of school culture influences the strength of the association between paternalistic leadership and teacher commitment indirectly through well-being. More precisely, paternalistic leadership has a stronger link to teacher well-being and commitment when teachers identify the culture of their schools as relatively more collectivist. Originality/value This study offers empirical evidence of paternalistic school leadership in promoting teacher well-being and commitment depending on the school culture in a non-western country context.

中文摘要：目的 本研究旨在探讨学校文化属性(个人主义与集体主义)在家长式领导与教师承诺关系中的调节作用。设计/方法/途径 这些数据包括土耳其104所学校的1152名教师，他们使用多层次调解结构方程模型来检验相关假设。调查结果 研究结果表明，教师幸福感在家长式校长领导感与教师承诺之间具有完全中介作用。此外，学校文化的集体主义取向通过幸福感间接影响家长式领导与教师承诺之间的关联强度。更确切地说，家长式领导与教师的幸福感和承诺之间有着更强的联系，因为教师认为学校的文化相对更具集体主义色彩。原创性/价值 本研究根据非西方国家的学校文化，提供家长式学校领导的经验证明，以促进教师的福祉和承诺。

https://doi.org/10.1108/jea-01-2024-0002

《The effect of leadership self-efficacy on the decision to be a school principal: the mediating roles of motivation-to-lead and worries-about-leadership》

《领导自我效能感对校长决策的影响: 领导动机与领导忧虑的中介作用》

作者：Gökhan Arastaman · Tuncer Fidan · Pınar Ayyıldız · Türker Kurt

英文摘要：Purpose This study aimed to examine the relationship between leadership self-efficacy and the decision to be a school principal and the mediating effects of motivation-to-lead and worries-about-leadership in this relationship. Design/methodology/approach A total of 375 teachers working in public high schools in Ankara, Türkiye participated in this cross-sectional predictive study. Descriptive statistics, structural equation modeling and bootstrapping were used in the analysis of the data. Findings Leadership self-efficacy was found to increase both motivation-to-lead and worries-about-leadership. Motivation-to-lead positively influenced the decision to be a school principal, whereas worries-about-leadership did so negatively. Furthermore, leadership self-efficacy had an indirect positive effect on the decision to be a school principal through motivation-to-lead and worries-about-leadership. Practical implications Based on the findings, it is recommended to offer teachers training programs on school administration and leadership. Furthermore, we suggested providing teachers with administrative internship and mentorship opportunities to help them gain field experience and benefit from the experiences of incumbent school principals in school leadership. Originality/value This study confirmed that theoretical assumptions about self-efficacy are also relevant in the decision-making process regarding the school principalship: leadership self-efficacy can be the source of both motivation and worry. This study also implied that teachers make their choices about the school principalship by considering the potential advantages and disadvantages of the position.

中文摘要：目的 本研究旨在探讨领导自我效能感与当校长决策之间的关系，以及领导动机与领导忧虑在这种关系中的中介作用。设计/方法/途径 土耳其共有375名在安卡拉公立高中工作的教师参与了这项横向预测研究。描述统计学、结构方程式建模和自助分析方法用于分析数据。调查结果 研究发现，领导自我效能能够提高领导动机和对领导的担忧。领导动机对成为校长的决定有积极影响，而担心领导则有消极影响。此外，领导自我效能感通过领导动机和领导忧虑对校长决策产生间接的正向影响。实际意义 根据调查结果，建议提供有关学校管理和领导能力的教师培训课程。此外，我们亦建议为教师提供行政实习及师友辅导的机会，协助他们积累实地经验，并汲取现任校长在学校领导方面的经验。原创性/价值 本研究证实了关于自我效能的理论假设在校长决策过程中也是相关的: 领导自我效能既可以是动机的来源，也可以是忧虑的来源。本研究亦显示教师在选择校长职位时，会考虑校长职位的潜在利弊。

https://doi.org/10.1108/jea-08-2023-0188

《Unveiling leadership priorities: a comparative study of principal time use across high school types》

《揭示领导优先权: 不同高中类型校长时间使用的比较研究》

作者：Yongmei Ni · Benny Chaw Jie Li · Yu Su · Jiangang Xia

英文摘要：Purpose As responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from various school types use their time is influenced by their organizational structures and external policies. To gain deeper insights into the workload, priorities and constraints faced by high school principals, this study examines principal time use (PTU) patterns across different school types, including traditional public schools (TPSs), charter schools, Catholic schools and non-Catholic private schools. Design/methodology/approach Drawing on the national representative data from the High School Longitudinal Study of 2009 in the USA, this study examines and compares PTU in various leadership tasks across different school types, controlling for school and principal characteristics. Findings Among various high school types, principals in TPS had the longest workweeks. However, the extended workweek did not necessarily result in significantly more hours or a larger proportion of their time dedicated to instructional leadership. Instead, TPS principals allocated more time to administrative tasks and student affairs than principals in other school types. Originality/value By examining PTU of different school types, this study adds new evidence on the influence of contextual factors on leadership behavior. It also offers policy implications to enhance principals’ capacities, alleviate their workload and to prioritize time use in different leadership domains.

中文摘要：目的 随着高中校长的责任不断扩大，他们的工作周变得更长，他们的注意力被拉伸到多个方向。不同学校类型的校长如何利用他们的时间受到他们的组织结构和外部政策的影响。为了深入了解高中校长面临的工作量、优先次序和限制，这项研究调查了不同类型学校的校长时间使用模式，包括传统公立学校、特许学校、天主教学校和非天主教私立学校。设计/方法/途径 本研究根据美国2009年高中追踪研究的全国代表性数据，考察并比较了 PTU 在不同学校类型的各种领导任务中的表现，并控制了学校和校长的特点。调查结果 在各种高中类型中，TPS 的校长每周工作时间最长。然而，延长每周工作时间并不一定会导致他们花费更多的时间或更大比例的时间用于教学领导。与其他学校类别的校长相比，租置计划校长在处理行政事务和学生事务方面的时间较多。原创性/价值 通过对不同学校类型的 PTU 的考察，本研究为情境因素对领导行为的影响提供了新的证据。此外，亦提供政策建议，以提升校长的能力、减轻他们的工作量，以及优先处理不同领导范畴的工作时间。

https://doi.org/10.1108/jea-05-2023-0118

《Enabling factors of instructional leadership in subject coordinators》

《学科协调员教学领导的促成因素》

作者：Haim Shaked

英文摘要：Purpose Instructional leadership is a school leadership approach that places great emphasis on enhancing the quality of teaching and learning. This study explored the enabling factors of instructional leadership in subject coordinators. Design/methodology/approach The participants in this qualitative study were 24 subject coordinators in elementary schools in Israel. Data collection was based on semi-structured interviews, and data analysis included three stages: sorting, coding and categorizing. Findings The findings identified three significant enabling factors of instructional leadership in subject coordinators: pedagogical knowledge, relationship capability and support from the principal. Originality/value This study suggests that the enabling factors of instructional leadership in subject coordinators differ from those of instructional leadership in principals because of their different places in the school structure and explains the enablers of instructional leadership in subject coordinators as middle leaders.

中文摘要：目的 教学领导是一种注重提高教与学质素的学校领导方法。本研究旨在探讨学科协调员教学领导的促成因素。设计/方法/途径 这项定性研究的参与者是以色列小学的24名科目协调员。数据收集基于半结构化访谈，数据分析包括三个阶段: 排序、编码和分类。调查结果 研究结果发现学科协调员的教学领导能力有三个重要的促进因素: 教学知识、关系能力和校长的支持。原创性/价值 本研究认为学科协调员教学领导的促进因素与校长教学领导的促进因素在学校结构中的位置不同，并解释了学科协调员作为中层领导的教学领导的促进因素。

https://doi.org/10.1108/jea-09-2023-0223

《A narrative review of the research on school leaders’ emotional labor: a typology inspired by Habermas’s cognitive interests》

《哈贝马斯认知兴趣启发下的学校领导情绪劳动研究述评》

作者：Yingying Huang · Hongbiao Yin

英文摘要：Purpose Guided by Habermas’s three cognitive interests, this paper reviews the studies on school leaders’ emotional labor. It seeks to provide a typology of how researchers inquire about school leaders’ emotional labor by focusing on different understandings, topics and characteristics. Design/methodology/approach This is a narrative review with 38 studies finally selected for analysis. Guided by Habermas’s three cognitive interests, all the studies were examined carefully and were found to fall into different clusters of understanding of school leaders’ emotional labor. Findings The review revealed three understandings of school leaders’ emotional labor, namely instrumental understanding, practical understanding and emancipatory understanding. The instrumental understanding treats school leaders’ emotional labor as a tool to effectively control the schools; the practical understanding regards emotional labor as a way to build and maintain relationships and as the process of meaning-making; the emancipatory understanding perceives emotional labor as a site for school leaders’ reflection and action for achieving a more just and self-determined leadership. Originality/value This review contributes to the growing literature on school leadership and emotional labor by providing a theory-guided typology and synthesis of the existing understanding of school leaders’ emotional labor, which lays a knowledge base and points out directions for future scholarly inquiries. It also provides practical suggestions for educational policy, school leaders’ practice and leadership training.

中文摘要：目的 本文以哈贝马斯的三种认知兴趣为指导，对学校领导情绪劳动的研究进行了回顾。本文旨在通过对学校领导情绪劳动的不同理解、主题和特点的研究，为学校领导情绪劳动的研究提供一种类型学的研究方法。设计/方法/途径 这是一篇叙述性回顾，最终选取了38项研究进行分析。在哈贝马斯三个认知兴趣的指导下，所有的研究都经过了仔细的检验，发现对学校领导的情绪劳动有不同的理解。调查结果 本研究揭示了学校领导对情绪劳动的三种理解，即工具性理解、实践性理解和解放性理解。工具理解把学校领导的情绪劳动看作是有效控制学校的工具; 实践理解把情绪劳动看作是建立和维持关系的一种方式，是创造意义的过程; 解放理解把情绪劳动看作是学校领导为实现更加公正和自主的领导而反思和行动的场所。原创性/价值 本文通过对学校领导情绪劳动的理论分类和现有认识的综合，为学校领导情绪劳动的研究提供了理论指导，为今后的学术研究奠定了知识基础，指明了方向。对教育政策、学校领导干部的实践和领导能力的培养提出了切实可行的建议。

https://doi.org/10.1108/jea-08-2023-0181

《School leadership and teaching practice: a systematic review of studies of the indirect effects》

《学校领导与教学实践: 间接影响研究系统综述》

作者：Stefan Ninković · Olivera Knežević Florić

英文摘要：Purpose Since teaching practice is the most important within-school determinant of student learning outcomes, a deepened understanding of how and why school leadership contributes to effective teaching is needed. This article aimed to systematically review the knowledge that has been accumulated about the indirect relations between school leadership and instructional practices. Design/methodology/approach The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided the selection of relevant articles from the databases Scopus and Google Scholar. Twenty-six published works met the eligibility criteria and were included in the narrative synthesis and content analysis. Findings The most frequently measured mediators of the effects of school leadership on teaching practice were teacher collaboration, professional learning and teacher self-efficacy. Most studies simultaneously modeled multiple mediated pathways from school leadership to teaching practice. However, only a few analyzed studies used time lags when examining relationships between constructs. Originality/value This is the first study to systematically review knowledge on pathways through which school leadership is related to classroom instruction. Thus, this review provides a comprehensive understanding of processes through which school leadership achieves its effects on instructional practices.

中文摘要：目的 由于教学实践是学生学习成果的最重要的校内决定因素，因此需要加深对学校领导如何以及为什么有助于有效教学的理解。本文旨在系统回顾学校领导与教学实践间接关系的研究成果。设计/方法/途径 系统评价和 Meta 分析的首选报告项目指导了 Scopus 和 Google Scholar 数据库中相关文章的选择。26部已出版的作品符合资格标准，被纳入叙述性综合和内容分析。调查结果 学校领导对教学实践影响的中介因素主要是教师合作、专业学习和教师自我效能感。大多数研究同时模拟了从学校领导到教学实践的多种中介途径。然而，只有少数分析研究在检查构造之间的关系时使用了时间滞后。原创性/价值 这是第一个系统地回顾学校领导与课堂教学相关的途径知识的研究。因此，这次审查提供了一个全面的理解过程，通过学校领导实现其对教学实践的影响。

https://doi.org/10.1108/jea-08-2023-0190

《School–university partnership for school renewal: reflections on three large, federally funded projects》

《校校合作促进学校更新: 对三个大型联邦资助项目的思考》

作者：Yunzheng Zheng · Jianping Shen · Patricia Reeves

英文摘要：Purpose In this manuscript, we aimed to (1) illustrate the differences in school–university partnership under the school reform and renewal models and (2) describe the practice of and learning about school–university partnership by reflecting on the three large, federally funded projects, all conducted under the school renewal model. Design/methodology/approach We used archival data from the three large, federally funded projects, synthesized our research related to school–university partnerships and developed themes for actions and learnings related to the topic of school–university partnerships. Findings The school–university partnerships under the school renewal model are different from that under the school reform model. School–university partnership under the school renewal model is associated with positive results for schools and the university. There are clear themes for the actions and learning in the school–university partnership under the school renewal model. Originality/value It is original to study school–university partnerships in the context of the school renewal model.

中文摘要：目的 在这份手稿中，我们的目的是(1)说明学校改革和更新模式下的校校合作的差异，(2)通过反思三个大型的，联邦资助的项目，描述学校-大学合作的实践和学习，所有在学校更新模式下进行。设计/方法/途径 我们使用了来自三个大型联邦资助项目的档案数据，综合了我们与学校-大学伙伴关系有关的研究，并为与学校-大学伙伴关系主题有关的行动和学习制定了主题。调查结果 学校更新模式下的校校合作不同于学校改革模式下的校校合作。学校更新模式下的校校伙伴关系与学校和大学的积极成果有关。在学校更新模式下，校校合作的行动和学习有明确的主题。原创性/价值 在学校更新模式的背景下研究中小学与大学的伙伴关系是很有创意的。

https://doi.org/10.1108/jea-10-2023-0260

《A ripple effect in strengths use? Linking principals' use of personal strengths with teachers' strengths use and engagement》

《校长运用个人优势与教师的优势运用和参与之间的联系》

作者：Shiri Lavy · Sahar Amoury-Naddaf

英文摘要：Purpose Evidence has indicated plausible effects of employees' use of their personal strengths at work on their attitudes, performance and well-being. Although the use of personal strengths was also expected to benefit others in the organization, such effects have rarely been examined. Here we studied associations of principals’ use of their personal strengths with principals’ own engagement and with the strengths use and engagement of teachers under their supervision, anticipating that principals’ and teachers’ strengths use and engagement would be associated with students’ achievement. Design/methodology/approach We surveyed 92 Israeli principals and 474 of their teachers. Measures included self-reported strengths use and engagement of the participants’ and schools' student matriculation achievements. Findings The findings generally supported the hypotheses. HLM analyses indicated that principals' use of their personal strengths was associated with their own engagement and with teachers' strengths use and work engagement and teachers’ engagement (but not their strengths use) was associated with student achievement. Research limitations/implications These findings suggest the beneficial impact of principals' use of their personal strengths on teachers, with practical implications for fostering principals’ and teachers’ flourishing and creating and supporting humanizing schools, by building on principals’ and teachers’ strengths and fostering their use at work. Originality/value This is the first study about the potential effects of principals’ strengths use on their own engagement and on others in the school. The significant associations found propose a promising path forward for principals’ positive impact on teachers and students.

中文摘要：目的 有证据表明，员工在工作中运用个人优势对他们的态度、表现和幸福感有可信的影响。虽然个人优势的运用也被期望能够使组织中的其他人受益，但是这种效果很少被检验。本研究探讨了校长运用个人优势与校长自身参与，以及在校长监督下教师运用和参与的关系，预期校长和教师的优势运用和参与会与学生的成绩有关。设计/方法/途径 我们调查了92位以色列校长和474位以色列教师。措施包括自我报告优点的运用，以及参加者和学校对学生入学成绩的参与。调查结果 研究结果普遍支持这些假设。HLM 的分析显示，校长运用个人优势与他们自己的投入程度有关，而教师运用个人优势和工作投入程度以及教师的投入程度(但不是他们运用个人优势)与学生的成绩有关。研究局限性/影响 这些研究结果显示，校长运用个人优点对教师有正面的影响，并对促进校长和教师的蓬勃发展，建立和支持人性化学校，发挥校长和教师的优点，以及促进他们在工作中运用这些优点，有实际意义。原创性/价值 这项研究是首次探讨校长的长处对他们自己和校内其他人的潜在影响。重要的协会发现提出了一个前景光明的路径，为校长对教师和学生的积极影响。

https://doi.org/10.1108/jea-06-2023-0128

《Leading a successful rural school in Australia》

《领导澳大利亚一所成功的农村学校》

作者：Christopher Hudson

英文摘要：Purpose This paper presents a case study of successful rural school leadership in Victoria, Australia. The purpose of the paper is to identify how particular leadership practices were adapted to secure rural school success. Design/methodology/approach The author used the International Successful School Principalship Project research protocols to develop a multiple-perspective, mixed-method case study that investigated the principal's leadership at the school. Findings The findings illustrate how the leadership practices of the principal healed the fractured school–community relationships, which allowed the school community to work together towards a common school vision. A key factor in the school's success was the principal's personal connection to the local rural community of which he was a part. This notion of native connection could have practical implications for the recruitment and retention of rural principals in the future. Originality/value Whilst it is widely acknowledged that principals need to consider their school and community contexts when making leadership decisions, there have been few studies that have focussed on understanding how this can be achieved in the context of rural schools. This case provides a rich account of a principal's leadership practices in one successful school in rural Australia.

中文摘要：目的 本文介绍了澳大利亚维多利亚州一个成功的农村学校领导案例。该文件的目的是确定如何调整具体的领导做法，以确保农村学校的成功。设计/方法/途径 作者利用国际成功学校校长项目研究方案，开发了一个多视角、混合方法的案例研究，调查了校长在学校的领导能力。调查结果 研究结果显示校长的领导实践如何修复破裂的学校-社区关系，使学校社区共同努力实现一个共同的学校愿景。学校成功的一个关键因素是校长个人与当地农村社区的联系，而他也是其中的一部分。这种土著联系的概念可能对今后招聘和保留农村校长产生实际影响。原创性/价值 虽然人们普遍承认，校长在作出领导决定时需要考虑到学校和社区的情况，但很少有研究侧重于了解如何在农村学校实现这一点。这个案例提供了一个在澳大利亚农村一个成功的学校校长的领导实践的丰富帐户。

https://doi.org/10.1108/jea-02-2024-0037

《How authentic principal leadership influences teacher organisational identification via teacher academic optimism and collective responsibility: a moderated-mediation analysis》

《真正的校长领导如何通过教师学术乐观和集体责任影响教师组织认同: 一个中介分析》

作者：Erdem Karataş · Murat Özdemir · Gürsen Vural

英文摘要：Purpose Teachers’ organisational identification is crucial for the success of educational reform in the change process. This study investigates how and under what conditions authentic principal leadership contributes to teachers’ organisational identification. Design/methodology/approach Data collected from 7907 public high school teachers across Türkiye were analysed using bootstrapping method. This research tested a moderated mediation model of authentic principal leadership effects on teachers’ organisational identification by incorporating teacher academic optimism as a mediator, and teacher collective responsibility as a moderator. Findings Results revealed significant direct and indirect effects of authentic principal leadership on the teachers’ organisational identification via teacher academic optimism. Teacher collective responsibility significantly moderated the effects of authentic principal leadership on both teacher academic optimism and on teachers’ organisational identification. The positive effects of authentic principal leadership were strengthened when the collective responsibility was higher. Originality/value This study integrates authentic leadership theory with social identity theory, which provides a more theoretically accurate understanding of how authentic principal leadership influences teachers’ organisational identification.

中文摘要：目的 在变革过程中，教师的组织认同对教育改革的成功至关重要。本研究旨在探讨真正的校长领导如何以及在何种条件下促进教师的组织认同。设计/方法/途径 采用自举法对土耳其共和国7907名公立高中教师的数据进行了分析。本研究以教师学术乐观为中介，教师集体责任为中介，检验了真实性校长领导对教师组织认同影响的中介模型。调查结果 结果发现，真实性校长领导对教师组织认同具有显著的直接和间接影响。教师集体责任显著调节真实性校长领导对教师学业乐观和教师组织认同的影响。当集体责任感较强时，真正的校长领导的积极作用得到加强。原创性/价值 本研究将真实性领导理论与社会认同理论相结合，对真实性校长领导如何影响教师的组织认同提供了更为准确的理论解释。

https://doi.org/10.1108/jea-09-2023-0212

《Leading during long-term crises: an analysis of perceived effectiveness leadership in K-12 schools》

《长期危机中的领导: 幼儿园到12岁学生感知效能领导的分析》

作者：Reva Mathieu-Sher · James Coviello

英文摘要：Purpose This research explored school leaders', teachers' and paraprofessionals' perceptions of effective leadership in special purpose private schools (SPPS) during long-term crises. Design/methodology/approach Empirical data were derived from a purposeful sample of school leaders, teachers and paraprofessionals in Maine. Demographic information and semi-structured interviews were analyzed using a complexity leadership framework and a qualitative interpretive phenomenological approach (IPA). Findings The analysis revealed four major themes, including (1) presence, approachability and availability; (2) the need for high emotional intelligence; (3) creating a culture of idea-sharing, compassion, trust, community building and value and (4) understanding and acting on the complexity of long-term crisis. Research limitations/implications The research took place in one state and within one subset of specialized schools, thus limiting applicability to leadership outside this subset of schools and in other states. Practical implications The results can directly support identification of strategies for leaders in schools where long-term crisis is a factor. Originality/value Current research explores factors and strategies for understanding and supporting teachers and paraprofessionals in schools during short-term crises (i.e. school shootings, natural disasters) but largely neglects how to support teachers and paraprofessionals experiencing long-term crises in school settings which is increasing in prevalence post COVID-19. Results and implications of leaders and staff were explored and analyzed in schools that experience long-term crises.

中文摘要：目的 本研究旨在探讨长期危机情境下，学校领导、教师及辅助专业人员对特殊目的私立学校有效领导之认知。设计/方法/途径 实证数据来自缅因州学校领导、教师和辅助专业人员的有目的的样本。采用复杂性领导框架和定性解释现象学方法(IPA)对人口统计学信息和半结构化访谈进行分析。调查结果 分析揭示了四个主要的主题，包括: (1)存在感、亲近性和可用性; (2)对高情商的需求; (3)创造一种思想分享、同情、信任、社区建设和价值观的文化; (4)理解和应对长期危机的复杂性。研究局限性/影响 这项研究是在一个州和一个特殊学校子集内进行的，因此限制了对这个子集以外的学校和其他州的领导的适用性。实际意义 研究结果可以直接支持学校领导者在长期危机是一个因素的情况下确定策略。原创性/价值 目前的研究探讨了在短期危机(即校园枪击事件、自然灾害)期间理解和支持学校教师和辅助专业人员的因素和策略，但很大程度上忽视了如何支持教师和辅助专业人员在学校环境中经历长期危机，而这种危机在2019冠状病毒疾病后的流行率正在上升。对经历过长期危机的学校的领导者和员工的结果和影响进行了探讨和分析。

https://doi.org/10.1108/jea-04-2024-0132

《Co-designing a Children’s Cabinet: a school district–university partnership for youth well-being post-pandemic》

《共同设计儿童内阁: 大流行后青年福祉的学区-大学伙伴关系》

作者：Rebecca Lowenhaupt · Whitney M. Hegseth · Gabrielle Oliveira · Betty S. Lai

英文摘要：Purpose This 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/approach Our 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. Findings We 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/value As 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.

中文摘要：目的 本文介绍一个学校地区与大学合作设计儿童内阁的案例研究，这是一个跨界别的举措，将机构和社区领袖聚集在一起，解决2019冠状病毒疾病大流行后青少年的福祉问题。在美国东北部一个充满活力、为移民服务的社区，2021年春季，在大流行中断导致青年心理健康危机之后，地区领导人发起了这一伙伴关系。设计/方法/途径 我们的描述性、定性的案例研究集中在研究-实践伙伴关系的结构和新兴的设计原则上，该伙伴关系建立了一个由教育、政府和社区领导人以及研究人员组成的儿童内阁。从2021年春季到2024年春季，我们收集和分析了所有会议的成员和青年访谈、人种学观察和文物，以及与关键合作伙伴的过程访谈。调查结果 我们描述了伙伴关系的结构，包括研究人员和地区领导如何在会议促进方面进行合作，以及研究人员如何进行和分享应用研究。然后，我们讨论三个指导工作的设计原则，包括中心关系，持续关注关键目标和嵌入应用研究。原创性/价值 作为嵌入式研究伙伴，我们的团队处于独特的地位，可以叙述伙伴关系的性质和结构，并反思我们跨部门倡议的设计。越来越多的大学在学校改进计划上与地区直接合作。我们的工作表明，参与区域方案伙伴关系，将学校、社区和研究伙伴聚集在一起，可以促进地方领导和协作，以实现复杂的跨部门目标，例如提高青年福祉。

https://doi.org/10.1108/jea-11-2023-0290

《Leadership coaching relationships: a qualitative examination of underlying factors》

《领导辅导关系: 潜在因素的定性研究》

作者：Chad R. Lochmiller

英文摘要：Purpose This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators. Design/methodology/approach This qualitative research study includes semi-structured interviews, observations and documents collected across three academic years within the context of a university-based leadership coaching program. Participants included six leadership coaches and six school administrators who participated in the program. Findings Qualitative analysis indicates that gender and race, prior professional experience, pre-existing professional relationships and the complexity of the district’s organizational structure influence the initiation of the coaching relationship. Research limitations/implications Confidentiality restrictions imposed by the program limit opportunities for member checking and other forms of triangulation. Additional data collection using more expansive research methods would help address this limitation. Originality/value This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships.

中文摘要：目的 本研究探讨影响领导辅导关系发展的因素，包括外聘教练及学校行政人员。设计/方法/途径 这个质性研究的研究包括半结构化的访谈，观察以及在大学领导力培训项目的背景下收集的三个学年的文件。参与者包括六位领导力教练和六位学校行政人员，他们都参与了这个项目。调查结果 定性分析显示，性别、种族、过往的专业经验、过往的专业关系，以及地区组织结构的复杂性，都会影响教练关系的开始。研究局限性/影响 该计划施加的保密限制限制了成员检查和其他形式的三角测量的机会。使用更广泛的研究方法进行额外的数据收集将有助于解决这一局限性。原创性/价值 本研究通过描述不同因素如何影响启蒙教练关系，为学校管理者领导力教练的研究提供了稀缺的文献资料。

https://doi.org/10.1108/jea-01-2023-0018

《Translating team-member exchange relationships to school outcomes: the mediating role of leader-member exchange》

《将团队成员交换关系转化为学校成果: 领导-成员交换的中介作用》

作者：Dalia Birani-Nasraldin · Ronit Bogler · Anit Somech

英文摘要：Purpose Relying on the principles of the social exchange theory, the current study is aimed at investigating the impact of team-member exchange relationships (TMX) among school management team (SMT) members on school outcomes (organizational citizenship behavior [OCB], job satisfaction and innovation) via the mediating role of leader-member exchange (LMX) relationships between principals and SMTs. Design/methodology/approach Data were collected from multiple sources in 86 elementary and junior high schools to avoid one-source bias: 86 principals, 357 SMT members and 683 schoolteachers who were not members of the management teams. Findings The results revealed a positive relationship between TMX and teachers' job satisfaction and OCB, but no significant link between TMX and innovation. LMX partially mediated the relationship between TMX and OCB and between TMX and teachers' job satisfaction. Full mediation was found in TMX-innovation relationship. Practical implications The findings carry a message for school principals and policymakers regarding the importance of developing and maintaining high-quality horizontal and vertical exchange relationships among the SMT members for their positive influence on school outcomes. Originality/value To the best of the authors' knowledge, this is the first study to examine the link between TMX and LMX as a team phenomenon, and specifically in the educational setting. The finding that there is a positive link between the two constructs may imply that SMTs contribute to school success not only directly by exhibiting high-quality TMX but also indirectly through the high-quality LMX.

中文摘要：目的 本研究以社会交换理论为基础，通过探讨校长与管理团队成员之间的领导-成员交换关系(LMX)对学校成果(组织公民行为、工作满意度和创新)的影响。设计/方法/途径 为了避免单一来源的偏见，我们从86所小学和初中的多个来源收集数据: 86名校长，357名 SMT 成员和683名不是管理团队成员的学校教师。调查结果 研究结果显示，TMX 与教师工作满意度及组织公民行为呈正相关，但 TMX 与教师创新之间并无显著相关。LMX 部分中介了 TMX 与 OCB、 TMX 与教师工作满意度的关系。TMX-创新关系中存在着充分的中介作用。实际意义 研究结果向学校校长和决策者传递了一个信息，即在学校管理队成员之间发展和维持高质量的横向和纵向交流关系对学校成果的积极影响非常重要。原创性/价值 据作者所知，这是第一次研究作为一个团队现象，特别是在教育背景下，TMX 和 LMX 之间的联系。这两个结构之间存在积极联系的发现可能意味着 SMT 不仅直接通过展示高质量的 TMX 而且间接通过高质量的 LMX 对学校成功做出贡献。

https://doi.org/10.1108/jea-06-2023-0129

《Transformational leadership and job satisfaction in vocational high schools in Türkiye: a multilevel mediation model of teacher professional learning and self-efficacy》

《土耳其职业高中转型领导与工作满意度: 教师专业学习与自我效能感的多层中介模型》

作者：Murat Özdemir · Barış Eriçok · Hakan Topaloğlu · Gamze TUTİ

英文摘要：Purpose In recent decades, researchers have increasingly begun to study the effects of transformational leadership on various teachers’ attitudes in K-12 settings. However, studies on the effect of transformational leadership on the job satisfaction of vocational high school teachers are not sufficient. Therefore, in this study, the nature of the relationship between transformational leadership and job satisfaction in Turkish vocational high schools was examined. Design/methodology/approach The study data came from 847 teachers working at 82 state vocational high schools located in 12 regions in Türkiye. To test the research model, we conducted multilevel structural equation modeling to explore the structural relationships between transformational leadership, teacher professional learning, teacher’ self-efficacy and job satisfaction. Findings The analysis confirms that teacher professional learning and self-efficacy are prominent mediators in the relationship between transformational leadership and job satisfaction in Turkish vocational high schools. Originality/value The present study is expected to contribute to the body of research focusing on the effects of transformational leadership on job satisfaction in vocational high schools. Implications for theory, practice and policy are discussed.

中文摘要：目的 近几十年来，越来越多的研究者开始研究变革型领导对幼儿园教师态度的影响。然而，关于变革型领导对高职教师工作满意度的影响的研究还不够。因此，在本研究中，土耳其职业高中的变革型领导与工作满意度之间的关系的性质进行了检验。设计/方法/途径 研究数据来自土耳其12个地区82所州立职业高中的847名教师。为了检验研究模型，本研究采用多层次结构方程模型探讨了变革型领导、教师专业学习、教师自我效能感与工作满意度之间的结构关系。调查结果 分析证实，教师专业学习和自我效能感是土耳其职业高中转型领导与工作满意度关系的重要中介因素。原创性/价值 本研究旨在探讨变革型领导对高职学生工作满意度的影响。对理论、实践和政策的含义进行了讨论。

https://doi.org/10.1108/jea-08-2023-0200

《Resilience and purpose as predictors of Portuguese school leaders' work well-being》

《复原力和目标是葡萄牙学校领导工作幸福感的预测指标》

作者：José Castro Silva · Ana Patrícia Almeida · Patrícia Pacheco · Marco Ferreira

英文摘要：Purpose Resilience and purpose have been associated with work well-being. However, limited empirical evidence exists on the liaison between these constructs and Portuguese school leaders' psychological and physical distress and work well-being. This study explored the relationships between resilience, purpose, and well-being in 921 teachers who perform leadership roles in Portuguese schools. Design/methodology/approach Participants filled out an online self-report questionnaire, providing information on sociodemographic variables. Additionally, they responded to four questionnaires evaluating purpose (PURP), resilience (RES), psychological distress (PsyD), physical distress (PhyD), and work well-being (WWB). Data were analysed through structural equation modelling and mediation analysis. Findings The findings show that psychological and physical distress negatively predict school leadership work well-being, whereas resilience and purpose positively predict work well-being. The mediating analysis revealed one indirect mediation effect: resilience buffered the psychological distress and work well-being relationship. Originality/value The main findings align with existing literature and uniquely contribute to understanding the interplay between resilience, purpose, psychological and physical distress, and work well-being. This study provides empirical support for a conceptual model claiming that purpose and resilience promote school leaders' work well-being.

中文摘要：目的 韧性和目标与工作幸福感有关。然而，关于这些结构与葡萄牙学校领导人的身心痛苦和工作幸福感之间的联系，经验证明有限。本研究探讨了921名在葡萄牙学校担任领导角色的教师的复原力、目标和幸福感之间的关系。设计/方法/途径 参与者填写了一份在线自我报告问卷，提供有关社会人口变量的信息。此外，他们还回答了四份评估目的(PURP)、复原力(RES)、心理困扰(PsyD)、身体困扰(PhyD)和工作幸福感(WWB)的问卷。数据通过结构方程建模和中介分析进行分析。调查结果 研究结果表明，心理和身体困扰对学校领导工作幸福感有负向预测作用，而韧性和目的性对工作幸福感有正向预测作用。中介分析揭示了一种间接的中介效应: 复原力缓冲了心理困扰和工作幸福感之间的关系。原创性/价值 这些主要发现与现有文献相一致，并且对理解复原力、目标、心理和身体痛苦与工作幸福感之间的相互作用有独特的贡献。这项研究为一个概念模型声称目标和应变能力促进学校领导的工作幸福感提供了实证支持。

https://doi.org/10.1108/jea-06-2023-0140

《Examining the relationships between instructional leadership, teacher self-efficacy and job satisfaction: a study of primary schools in India》

《教师领导力、教师自我效能感与工作满意度的关系: 对印度小学的研究》

作者：Farhana Khan · Preeti · Vishal Gupta

英文摘要：Purpose Building on the social cognitive theory, a mediation model was examined to understand the role of teacher self-efficacy as the underlying mechanism for the relationship between instructional leadership and teacher job satisfaction. Design/methodology/approach The study tests a mediation model between instructional leadership, teacher self-efficacy and job satisfaction. The data were collected via online survey from primary school teachers (N = 320) working for the Municipal Corporation of Delhi (MDC) in India. The mediation model was tested using the AMOS 22.0 after establishing the reliability and validity of measures. Findings Regression analyses using the bootstrapping method indicated that teacher self-efficacy mediates the relationship between instructional leadership and teacher job satisfaction. Research limitations/implications This is a cross-sectional study. The scope for causal inferences is, thus, limited. Practical implications In the Indian setting, the study examines the association between instructional leadership and job satisfaction. The results show that the instructional leadership of the school principal is strongly related to teachers' self-efficacy, which, in turn is positively associated with teacher’s job satisfaction. Further, the findings confirm that instructional leadership, emphasizing instructional improvement, improves teachers' self-efficacy and job satisfaction. Originality/value The study explains the underlying process through which a school principal’s instructional leadership is related to teacher job satisfaction. This study is perhaps the first to focus on an Indian or a non-Western context.

中文摘要：目的 本研究以社会认知理论为基础，探讨教师自我效能感在教学领导与教师工作满意度关系中的作用。设计/方法/途径 本研究旨在探讨教学领导、教师自我效能感与工作满意度之间的中介模式。这些数据是通过对印度德里市政公司(MDC)的小学教师(N = 320)进行在线调查收集的。在建立测量的信度和效度后，使用 AMOS 22.0对调解模型进行了检验。调查结果 采用自举法进行回归分析，发现教师自我效能感在教学领导与教师工作满意度之间起中介作用。研究局限性/影响 这是一个横向研究，因此，因果推论的范围是有限的。实际意义 在印度，这项研究调查了教学领导和工作满意度之间的关系。结果表明，校长的教学领导行为与教师的自我效能感密切相关，而自我效能感又与教师的工作满意度呈正相关。研究结果进一步证实，强调教学改进的教学领导，提高了教师的自我效能感和工作满意度。原创性/价值 本研究旨在探讨校长教学领导与教师工作满意度之关系。这项研究可能是第一个关注印度或非西方语境的研究。

https://doi.org/10.1108/jea-09-2022-0145