Educational leadership
An Emerald mission in support of the UN Sustainable Development Goals
Educational leadership with vision is critical to academic success for all students; done well, it positively affects staff and student morale, performance and outcomes. What are the problems affecting leaders? How can you structure your decision making and be a better leader? How can you help your institution to be intrinsically inclusive and support the leaders of tomorrow?
Together with some of our partners and authors, we’ve been exploring this subject.
We’re searching for more authors to publish with us in the field of education, we’d love to hear from you.
This mission supports our Quality education for all goal
Educational leadership
Listen to this insightful discussion on school system leadership with three inspiring educational leaders.
Discussing school and district leadership in the face of the pandemic, school to school collaboration and networking partnerships, building support systems, capacity building, and much more.
Rethinking professional collaboration and agency in a post-pandemic era
Paul Campbell
Research exploring the role of professional collaboration and agency during the global COVID-19 pandemic and possible lessons for the future from the perspective of a teacher, leader and postgraduate researcher.
> View the infographic | > See the full article
What's in the infographic?
- The COVID-19 pandemic placed teachers and school leaders as education’s front-line responders.
- They ensured continuity of learning and the well-being of students and families.
- The pandemic, in places, forced a redistribution of power, enabling teachers and school leaders to re-evaluate priorities and make decisions about how best to support their communities.
What can we learn from how professional collaboration and the capacity to exercise agency were manifested throughout the pandemic?
Results from this study, using Scotland and Hong Kong as contexts of study, revealed...
Professional collaboration that enables responsive approaches to emerging community needs requires critical reflection on the forms it takes, the drivers behind it, and the influences on it
- The pandemic created locally responsive and diverse approaches to curriculum and teaching methods
- There was a decrease in models favouring performativity and standardisation
- There was an increase in teachers and school leaders designing their own forms of collaboration for purposes and goals determined by the results of their self-evaluation, and reflection on community needs
- Professional expertise and community knowledge in decision-making had a positive impact
- Teachers and leaders with greater agency were able to make more informed decisions, develop greater professional capital and build an even more sophisticated understanding of their professional identity and self-efficacy
- Collaboration thrived when relationships and trust were emphasised and commonalities were sought across language used, organisational cultures and social systems at play
This review won the ICSEI/JPCC Innovation Award 2021
Teachers, school leaders and education systems are key to building better societies, but to achieve these laudable goals, broader consideration of the systemic structures and mechanisms that frame their work is required.
Rethinking professional collaboration and agency in a post-pandemic era
Professional Capital and Community
P. Campbell (2020) DOI: 10.1108/JPCC-06-2020-0033
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