Special Issue "Successful School Leadership: Perceptions and Practice in Multiple Countries"
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 15 December 2023 | Viewed by 1021
Interests: school leadership; contributors to student achievement; school effectiveness and improvement
Although successful principals do similar things, they enact these practices differently in different contexts (Leithwood & Day, 2006). This context-contingent difference can be further complicated by recent demographic changes (e.g., global population migrations, internal demographic shifts, external accountability policy mandates, digitalization; and the COVID-19 situation).
The aim of the Special Issue is to present successful school leadership in different countries. We will paint a thorough and cohesive picture of successful principalship at the global level and share insights about the nature, influence and cause of successful school leadership.
Dr. Day initiated and has led the International Successful School Principal Project (ISSPP), the largest international research on successful school leadership. The ISSPP member researchers worldwide have produced more than 200 studies in the last 20 years and provided rich accounts of about 165 cases of successful schools in 20 countries. We will invite researchers from the ISSPP from several countries to contribute to the issue. Suggested themes include, but are not limited to:
- How has success been defined across nations?
- What contributes to the success?
- How have principals contributed to the success? Do the influences of leadership vary in different contexts? If so, how?
- What are successful school leadership practices (SSLP)? Do SSLPs vary in different contexts? If so, how?
- What are the internal and external antecedents of SSLPs in the global school context?
- How do these antecedents vary across contexts?
Dr. Jingping Sun
Prof. Dr. Christopher Day
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com 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 1400 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.
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: Successful School Principalship in Cyprus: School Principals’ Stories Re-Visited
Authors: Antonios Kafa; Petros Pashiardis
Affiliation: Open University of Cyprus
Abstract: The identification of successful school principalship within Cyprus' centralized educational system is the focus of this review. In particular, based on the numerous case studies which were collected during the last decade in both primary and secondary education, our primary purpose is to define success in school principalship by taking into account both the internal and external factors that regulate school principals' success, juxtaposed with the critical element of the local context. Through the narrative methodological design, the intention is to interpret the success of school principals through the collected stories of multiple school stakeholders (principals, parents, students, and teachers). Therefore, based on the initial findings from both primary and secondary education and on a cross-case analysis, the conceptualization of successful school principalship is presented. The main findings of this comprehensive study revealed that in Cyprus, successful school principalship is operationalized in terms of three distinct pillars, which are exhibited by leadership behaviors that affect both the internal and external contextualization perspectives of schools. Finally, in this review we argue about the future perspective of school principals’ capacity and present the future orientation of research on successful school principalship