School Leadership and School Improvement

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 31 October 2024 | Viewed by 1609

Special Issue Editor

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Guest Editor
College of Education, University of Iowa, Iowa City, IA 52242, USA
Interests: school leadership; school reform; program evaluation

Special Issue Information

Dear Colleagues,

Those of us who study educational leadership know that without effective leaders at the helm, school improvement endeavors are bound to fail.

To address this issue, I am excited to announce the upcoming Special Issue of Education Sciences. This edition will delve into the latest theories, practices, and research pertaining to the role of school leaders in driving forward school improvement programs. We invite articles that introduce innovative ideas, propose future research directions, or explore the optimal methods for preparing building and district leaders to effectively lead school improvement initiatives. All methodological approaches are welcome, as well as a range of theoretical perspectives: for example, the improvement of science and program evaluation. In addition, examples from various countries around the world will be critical for understanding what works across different contexts.

As the Guest Editor of this Special Issue, I am eager to receive contributions that shed light on the importance of leadership in the context of educational improvement. By fostering a deep understanding of this critical aspect, we can pave the way for meaningful progress in our schools.

I look forward to receiving your valuable submissions and witnessing the collective wisdom of our esteemed colleagues in this field. Together, let us work towards empowering our leaders and fostering successful school improvement initiatives.

Warm regards,

Prof. Dr. Liz Hollingworth
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • school leadership
  • school reform
  • improvement science
  • program evaluation

Published Papers (1 paper)

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15 pages, 396 KiB  
District Office Leadership Supporting Site-Level Teacher Collaborative Teams
by Robert H. Voelkel, Jr., Christie W. Johnson and Fiaz Nadeem
Educ. Sci. 2023, 13(11), 1092; - 28 Oct 2023
Viewed by 1040
Previous researchers examining professional learning communities (PLCs) claim that effective building-level PLCs improve teacher collaboration and student achievement. However, the role of district office leadership in supporting the success of site-level PLC teams is presently underexplored. Using an online survey, we investigated the [...] Read more.
Previous researchers examining professional learning communities (PLCs) claim that effective building-level PLCs improve teacher collaboration and student achievement. However, the role of district office leadership in supporting the success of site-level PLC teams is presently underexplored. Using an online survey, we investigated the claim that district office support enhances the success of site-level PLCs. Quantitative data were collected from 596 participants employed at 21 schools within 16 school districts in the north Texas region. Findings derived from correlation and structural equation modeling analyses revealed a significant direct effect of district office leadership support on successful PLC team implementation, suggesting that district leaders play an active role in the districtwide implementation of PLCs. Full article
(This article belongs to the Special Issue School Leadership and School Improvement)
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Planned Papers

The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.

Title: The Continuum of Leader Preparation for School Improvement

Abstract: This retrospective, qualitative, cross-sectional study examined students’ perceptions regarding their understanding of school improvement and their ability to lead school improvement efforts within their professional contexts. The study is situated in a school leadership department which threaded school improvement as a construct into the design and delivery of both their master’s and PhD preparation programs. School improvement was a cross-curricular thread in the master’s program and a specific course in the PhD program, both of which aimed to develop students’ capacity to understand school improvement at the micro, mezzo, and macro levels, and equip them to lead school improvement efforts within their contexts. The study investigated the perception of three cohorts of doctoral students and three cohorts of master’s certification program students who completed their coursework for their respective degrees in 2021, 2022 and 2023, and was guided by the following research questions: 1) How did the school leaders’ programs influence students’ understanding of school improvement as a construct and their development as leaders of improvement efforts within their contexts? 2) In which ways were students’ learning experiences about school improvement different in the master’s versus the PhD programs? We used de-identified archival data and documents that included student’s final reflections and capstone projects.

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