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Education Sciences
Special Issues
Successful School Leadership: Perceptions and Practice in Multiple Countries
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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

Special Issue Editors

Dr. Jingping Sun

E-Mail Website
Guest Editor
Department of Educational Leadership, Policy and Technology Studies, The University of Alabama, Tuscaloosa, AL 35487, USA
Interests: school leadership; contributors to student achievement; school effectiveness and improvement
Prof. Dr. Christopher Day

E-Mail Website
Guest Editor
School of Education, University of Nottingham, Nottingham NG7 2RD, UK
Interests: successful school leadership; teacher education; principalship

Special Issue Information

Dear Colleagues,

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
Guest Editors

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.

Published Papers (2 papers)

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Review
The Personal Resources of Successful Leaders: A Narrative Review
by
Kenneth Leithwood
Educ. Sci. 2023, 13(9), 932; https://doi.org/10.3390/educsci13090932 - 14 Sep 2023
Viewed by 207
Abstract
Leaders’ practices or overt behaviors are the proximal causes of leaders’ effects on their organizations; they also dominate the research about successful leadership and often the content of leadership development programs, as well. But knowledge about those practices is, at best, a necessary [...] Read more.
Leaders’ practices or overt behaviors are the proximal causes of leaders’ effects on their organizations; they also dominate the research about successful leadership and often the content of leadership development programs, as well. But knowledge about those practices is, at best, a necessary but insufficient explanation for successful leadership and how it can be developed. This paper explores three categories of “personal leadership resources” that help explain why especially successful leaders behave as they do. These resources are often referred to as “dispositions”, a term sometimes considered synonymous with traits, abilities, personal leadership resources and elements of a leader’s personal “capital”. The focus of this chapter is on three categories of resources (social, psychological and ethical) identified primarily through systematic research methods. For each category, the paper identifies the conceptual lens through which its dispositions are viewed and provides an explanation for how each of the specific dispositions within the category contributes to leaders’ success. The paper also reviews a sample of evidence about contributions each disposition makes to leaders’ success in achieving valued organizational outcomes. Implications for research and leader development are discussed in the concluding section of the paper. Full article
(This article belongs to the Special Issue Successful School Leadership: Perceptions and Practice in Multiple Countries)
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Review
Conceptualizing Successful School Leadership in Norway: Political and Cultural Practices
by
Ann Elisabeth Gunnulfsen
Educ. Sci. 2023, 13(8), 787; https://doi.org/10.3390/educsci13080787 - 02 Aug 2023
Viewed by 350
Abstract
Throughout the last two decades, successful school leadership has been subject to extensive research in Norway and comparisons across countries as part of the International Successful School Principals Project (ISSPP). This paper identifies and discusses how and why Norwegian research on the relationship [...] Read more.
Throughout the last two decades, successful school leadership has been subject to extensive research in Norway and comparisons across countries as part of the International Successful School Principals Project (ISSPP). This paper identifies and discusses how and why Norwegian research on the relationship between school leadership positions and governance regimes comes into play when defining terms such as “success” and “effectiveness”. A critical literature review establishes analysis and discussion as the basis for an improved understanding of the notion of success in ISSPP research in the Norwegian education policy context. The findings show that success is consistently attached to a collaborative, political, and democratic perspective, as well as trust, power, and the definition of quality in education. Furthermore, ISSPP studies of cases in the Norwegian context have contributed to the educational leadership field by positioning school leadership within a combination of local, national, and global political and cultural environments. The differences and similarities between countries that do not share a common cultural heritage or language must be considered. In particular, there is a need to discuss the relationship between national history and policy and the conceptualization of successful school leadership. Full article
(This article belongs to the Special Issue Successful School Leadership: Perceptions and Practice in Multiple Countries)
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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: 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

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