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My Researching
Project
in
Educational leadership
This literature review
This literature review aims to understand the factors that
influence the
adoption of school leadership policy reforms
and whether there are some
common trends that lead to
policy changes in this area.
A great teacher is like a great artist who uses basic tools to transform raw materials into valuable assets of society. However, great artists may not have the best tools or best skills because of their passion and their unique perspective of the world.
Great teachers are not just ones who transmit information, teach skills, and help students earn the best grades. They are those who share their passion for knowledge and curiosity with their students, inspire the students’ creativity, develop their critical thinking ability, and prepare them for the complex world they will face after stepping out of campus.
Teaching is part of the process in discovery and it also provides an opportunity to learn, where knowledge and critical thinking are shared by teachers with their students, and enthusiasm and creative ideas are shared by students with their teachers. Reflecting on my own experience as student, I am truly inspired by the good role-model of my mentors and hope to relay this process to the younger generation and to influence their lives through my teaching and advising.
My undergraduate major is in teaching English in my country, Egypt. It provides me with fundamental pedagogical principles to engage and guide my future teaching practice in undergrad levels. For classroom teaching, my goals are not only to give lectures, but to motivate students’ enthusiasm and encourage discussion and interaction. This provides students with the skills in communication, critical thinking and problem-solving, which are necessary training to pursue future professional careers.
For mentoring student research, my goal is to guide them in research lab and motivate the students to give their best efforts. As students come in with different background and interests, I will provide them with the freedom to explore and to think about problems in new ways. In the mean time, I will also actively engage in their projects and guide students’ discoveries. The value of research advising is so rewarding because we continue generating new ideas during the discovery process and push forward the research.
The main question
The main
question driving the study was the following:
what are important reasons or contextual factors
that have influenced the adoption of school
leadership
policy reforms?
Analysis
The analysis shows that there is an eclectic
set of
research that covers school leadership from different
perspectives. Each tackle the question of school leadership
reform
adoption from different angles.
A policy perspective associates school
leadership reforms
to contextual changes in relation to decentralization, school
autonomy, accountability or an increasing
emphasis on
education outcomes. School improvement perspectives
acknowledge the key role of school leadership in
education change.
Impact
The research on school leadership impact has contributed
to the adoption of
school leadership reforms. The school
leadership policy perspective
shows that countries have
introduced school leadership reforms, with
practices
varying by country and context. Some have been
interpreted as a
response to a new public management
agenda or to the globalization of education policies.
Findings
Findings from this review indicate that whilst there is much
research on school leadership, nevertheless, analysis and
promotion of policies to support and strengthen school
leader roles to
support school improvement appears to
have received less attention.
Research Content
The vision is (Developing our Education system)..
It has been known for decades that teachers
can have a profound effect on the students they teach.
Education policies can make a significant difference
in a teacher’s work, which in turn affects their students.
When expert
teachers are actively engaged in the
development of education policy and
initiatives,
achieving the intended outcomes and avoiding
unintended consequences is more likely.
The reason for doing such research is that I and
The teachers worked individually without any
collaboration with their
managers or school leaders.
Teachers didn't like change. They used traditional
method of teaching like the GTM method.
Learners were just listeners or stores waiting
for being filled with some information that were
learnt by heart.
Learners knew nothing about any critical thinking
like practice, analysis, synthesis, evaluation,
imagination, creation or innovation. They didn't use
technology in learning. There were no meeting
areas between the organization managers and
the people who
working with them.
The organizations had managers of instructions
and orders not leaders that could lead the education
process forward through the leading skills that the
leader should practice and apply.
How do organizational leadership, and communication
The Policy Studies track prepares
teachers and
other professional to serve as leaders in organizations
-
including federal and state education agencies,
school districts, and
nonprofits - that implement
education policies and programs.
In addition to leadership, policy, legal, economic,
and research skills, the track
emphasizes the data
analysis and performance management skills needed
to administer education programs and policies.
The purpose of the discussion is to interpret and
describe the significance of our findings in light of
what was already known about the research problem
being investigated and to explain any new
understanding or
insights that emerged as a result of
our study of the problem.
DISCUSSION provides the explanation and
interpretation of results or
findings by comparing with
the findings in prior studies. Then, I can
say that:
compared to the previous study about (Educational
leadership and policy), I say that my research is
different .
My research recommended the following:
Implications for Practice
Here are 5
challenges facing leaders in
education and the opportunities that could
enable them to turn things around for their
proud institutions.
Challenge #1 Transitioning from
Faculty to Management
Leaders
in education face a dilemma as
they advance in their careers – to lead in
the classroom as educators or to lead in
the institution as
administrators. Do they
have to choose one over the other? Is it
possible to do both and do them well?
Most definitely.
There
is a tremendous opportunity for
teachers to leverage classroom
techniques
such as effective study skills, course design,
planning and
rubrics, to lead successfully
in the business side of education.
Challenge #2 Investing in
Leadership Education
It
is ironic that educators are missing out
on their own leadership
education. When
learning opportunities are abundant and
accessible, it
is easy to put them aside.
Teachers urgently need to commit to their
own education success to stay relevant
and ahead of competition.
Challenge #3 Responding to the
Threat of Disruption
As
self-paced, individual learning rises,
educational institutions are
under threat
of being disrupted. All members of the
education sector,
whether teacher,
administrator, researcher or policymaker,
are
challenged to innovate the old business
model and find new ways to deliver value.
Challenge #4 Shifting focus on the
Customer-Experience
Education
can take a page from the
playbook of commercial enterprises in
creating
lasting customer relationships.
Future leaders in education must be
customer-focused in order to succeed –
dedicated to serving life-long
learners and
catering to their evolving wants, needs and
preferences.
Challenge #5 Collaborating with
Businesses
Education is not currently fulfilling the
qualified, skilled labor that today’s
businesses demand. According to a 2018 EY
study, more than half of Australia’s employers
say that degrees in management are not
worthwhile.
By
partnering with businesses, leaders in
education will be able to
effectively design
content and produce exceptional, job-ready
candidates.
Other Limitations:
“The empirical results reported herein should be
considered in the light of some limitations.”
1-Time constraints
Just as researchers have deadlines
to turn in
their class papers, academic
researchers also must meet the deadline
for
submitting a research manuscript
to a journal.
Therefore, the time available to study
a research problem and to measure
change over time is constrained by the
deadline of my “assignment.” I should
have Made sure I choose a
research
problem that I will be able to complete
well before the
assignment’s deadline.
If time constraints negatively impacted
my
study in any way, acknowledge
this impact by mentioning a need for a
future study (e.g., a longitudinal study)
to answer this research problem.
2-Conflicts arising from cultural bias
and other personal issues
Researchers might be biased views due to their
cultural backgrounds or perspectives of certain
phenomena, and this can affect a study’s legitimacy.
Also, it is possible that researchers will have biases
toward data and results that only support their
hypotheses or arguments.
In order to avoid these problems, the
author(s)
of a study should examine whether the way the
problem was stated and the data-gathering process
were carried out appropriately. I found a difficulty ,
but I did it .
3-More study:
