Bringing context out of the shadows of leadership

Educational Management Administration and Leadership

Volumn 46, Issue 1, 2018, Pages 5-24

  Hallinger, Philip ^a  

^a CHULALONGKORN UNIVERSITY   (Thailand)

Author keywords

context; culture; Leadership; principal

Indexed keywords

EID: 85038091892     PISSN: 17411432     EISSN: 17411440     Source Type: Journal    
DOI: 10.1177/1741143216670652     Document Type: Article

References (110)

1. Addi-Raccah A, Gavish Y, (2010) The LEA’s role in a decentralized school system: The school principals’ view. Educational Management Administration and Leadership 38(2): 184–201.
2. Arikewuyo MO, (2007) Teachers’ perception of principals’ leadership capacities in Nigeria. Academic Leadership Journal 5(3). Available at: http://www.academicleadership.org/187/teachers_perception_of_principals_leadership_capacities_in_nigeria/ (accessed 12 June 2016).
3. Bajunid IA, (1996) Preliminary explorations of indigenous perspectives of educational management: The evolving Malaysian experience. Journal of Educational Administration 34(5): 50–73.
4. Ball SJ, (2000) Performativities and fabrications in the education economy: Towards the performative society? The Australian Educational Researcher 27(2): 1–23.
5. Barth RS, (2006) Improving relationships within the schoolhouse. Educational Leadership 63(6): 8–13.
6. Bellibas MS, Bulut O, Hallinger P, Wang WC, (2016) Developing a validated instructional leadership profile of Turkish primary school principals. International Journal of Educational Research 75: 115–133.
7. Bidwell CE, Kasarda JD, (1975) School district organization and student achievement. American Sociological Review 40(1): 55–70.
8. Blunt P, Jones ML, (1997) Exploring the limits of Western leadership theory in East Asia and Africa. Personnel Review 26(1/2): 6–23.
9. Bossert ST, Dwyer DC, Rowan B, Lee GV, (1982) The instructional management role of the principal. Educational Administration Quarterly 18(3): 34–64.
10. Brauckmann S, Schwarz A, (2014) Autonomous leadership and a centralised school system: An odd couple? Empirical insights from Cyprus. International Journal of Educational Management 28(7): 823–841.
11. Bridges EM, (1977) The nature of leadership. In: Cunningham L, Hack W, Nystrand R, (eds) Educational Administration: The Developing Decades. Berkeley, CA: McCutchan, pp.202–230.
12. Bridges EM, (1990) Managing The Incompetent Teacher. Eugene, OR: ERIC Clearinghouse on Educational Management, University of Oregon.
13. Bridges EM, Hallinger P, (1995) Implementing Problem-based Learning in Leadership Development. Eugene, OR: ERIC Clearinghouse.
14. Bridges EM, Hallinger P, (1999) The use of cases in problem based learning. Journal of Cases in Educational Leadership 2(2): 1–6.
15. Brooks MC, Sungtong E, (2015) ‘We still have bombings’: School principals and insurgent violence in Southern Thailand. International Journal of Leadership in Education 19(5): 503–533.
16. Brundrett M, de Cuevas RA, (2008) Setting an agenda for the development of the next generation of school leaders: A commitment to social justice or simply making up the numbers? School Leadership and Management 28(3): 247–260.
17. Buchmann C, Dalton B, (2002) Interpersonal influences and educational aspiration in 12 countries: The importance of institutional context. Sociology of Education 75(2): 99–122.
18. Bush T, Heystek J, (2003) School governance in the new South Africa. Compare 33(2): 127–138.
19. Bush T, Coleman M, Xiaohong S, (1998) Managing secondary schools in China. Compare 28(2): 183–195.
20. Cheng KM, (1995) The neglected dimension: cultural comparison in educational administration. In: Wong KC, Cheng KM, (eds) Educational Leadership and Change: An International Perspective. Hong Kong: Hong Kong University Press, pp. 87–102.
21. Cheng YC, Walker A, (2008) When reform hits reality: The bottleneck effect in Hong Kong primary schools. School Leadership and Management 28(5): 505–521.
22. Clarke S, O’Donoghue T, (2016) Educational leadership and context: A rendering of an inseparable relationship. British Journal of Educational Studies 1–16. DOI:http://dx.doi.org/10.1080/00071005.2016.1199772.
23. Coleman P, LaRocque L, (1990) Struggling to Be ‘Good Enough’: Administrative Practices and School District Ethos. London: Psychology Press.
24. Day C, (2005) Principals who sustain success: Making a difference in schools in challenging circumstances. International Journal of Leadership in Education 8(4): 273–290.
25. Day C, (2009) Capacity building through layered leadership: Sustaining the turnaround. In: Harris A, (ed) Distributed Leadership. Dordrecht: Springer, pp.121–137.
26. Day C, Sammons P, Leithwood K, Hopkins D, Harris A, Gu Q, Brown E, (2010) Ten Strong Claims about Successful School Leadership. Nottingham: The National College for School Leadership.
27. Devos G, Tuytens M, (2014) The problematic implementation of teacher evaluation policy: School failure or governmental pitfall? Educational Management Administration and Leadership 42(4): 155–174.
28. Dimmock C, Walker AD, (2005) Educational leadership: Culture and Diversity. London: SAGE Publications.
29. Dorfman PW, Howell JP, (1988) Dimensions of national culture and effective leadership patterns: Hofstede revisited. Advances in International Comparative Management 3(1): 127–150.
30. Duignan PA, Bhindi N, (1997) Authenticity in leadership: an emerging perspective. Journal of Educational Administration 35(3): 195–209.
31. Fitzgerald T, Youngs H, Grootenboer P, (2003) Bureaucratic control or professional autonomy? Performance management in New Zealand schools. School Leadership and Management 23(1): 91–99.
32. Freire P, (1970) Pedagogy of the Oppressed. New York: Continuum.
33. Fry GW, Bi H, (2013) The evolution of educational reform in Thailand: The Thai educational paradox. Journal of Educational Administration 51(3): 290–319.
34. Fullan M, (2004) Leadership and Sustainability: System Thinkers in Action. Thousand Oaks, CA: Corwin Press.
35. Fuller K, (2012) Leading with emancipatory intent: Headteachers’ approaches to pupil diversity. Educational Management Administration and Leadership 40(6): 672–689.
36. Giroux HA, (1983) Theory and Resistance in Education: A Pedagogy for the Opposition. South Hadley, MA: Bergin and Garvey.
37. Goldring E, Huff J, May H, Camburn E, (2008) School context and individual characteristics: What influences principal practice? Journal of Educational Administration 46(3): 332–352.
38. Gray J, Goldstein H, Thomas S, (2003) Of trends and trajectories: Searching for patterns in school improvement. British Educational Research Journal 29(1): 83–88.
39. Gronn P, (2002) Distributed leadership as a unit of analysis. The Leadership Quarterly 13(4): 423–451.
40. Guarino CM, Santibanez L, Daley GA, (2006) Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research 76(2): 173–208.
41. Hallinger P, (1995) Culture and leadership: developing an international perspective in educational administration. UCEA Review 36(1): 3–7.
42. Hallinger P, (2011) Leadership for learning: lessons from 40 years of empirical research. Journal of Educational Administration 49(2): 125–142.
43. Hallinger P, (2013) A conceptual framework for reviews of research in educational leadership and management. Journal of Educational Administration 51(2): 126–149.
44. Hallinger P, (2014) Reviewing reviews of research in educational leadership: An empirical assessment. Educational Administration Quarterly 50(4): 539–576.
45. Hallinger P, Bryant DA, (2013a) Accelerating knowledge production on educational leadership and management in East Asia: A strategic analysis. School Leadership and Management 33(3): 202–223.
46. Hallinger P, Bryant DA, (2013b) Mapping the terrain of research on educational leadership and management in East Asia. Journal of Educational Administration 51(5): 618–637.
47. Hallinger P, Heck RH, (1996) Reassessing the principal’s role in school effectiveness: A review of empirical research 1980–1995. Educational Administration Quarterly 32(1): 5–44.
48. Hallinger P, Heck RH, (2011) Exploring the journey of school improvement: Classifying and analyzing patterns of change in school improvement processes and learning outcomes. School Effectiveness and School Improvement 22(1): 1–27.
49. Hallinger P, Kantamara P, (2000) Leading at the confluence of tradition and globalization: The challenge of change in Thai schools. Asia Pacific Journal of Education 20(2): 46–57.
50. Hallinger P, Leithwood K, (1996) Culture and educational administration: A case of finding out what you don’t know you don’t know. Journal of Educational Administration 34(5): 98–116.
51. Hallinger P, Liu S, (2016) Learning-centered leadership and teacher learning in China: Meeting the dual challenges of equity and effectiveness. International Journal of Educational Development 51: 163–173.
52. Hallinger P, Lu JF, (2012) Overcoming the “Walmart syndrome”: Adapting problem-based management education in East Asia. Interdisciplinary Journal of Problem-based Learning 6(1): 16–42.
53. Hallinger P, Murphy JF, (1986) The social context of effective schools. American Journal of Education 94(3): 328–355.
54. Hallinger P, Truong DT, (2014) Exploring the contours of context and leadership effectiveness in Vietnam. Leading and Managing 20(2): 43.
55. Hallinger P, Bickman L, Davis K, (1996) School context principal leadership and student achievement. Elementary School Journal 96(5): 498–518.
56. Hallinger P, Walker A, Nguyen M, Nguyen NTD, Truong T, (In press) Perspectives on principal instructional leadership in Vietnam: A preliminary model. Journal of Educational Administration.
57. Harris A, (2002) Effective leadership in schools facing challenging contexts. School Leadership and Management 22(1): 15–26.
58. Heyneman SP, Loxley WA, (1983) The effect of primary-school quality on academic achievement across twenty-nine high- and low-income countries. American Journal of Sociology 88(6): 1162–1194.
59. Heystek J, (2007) Reflecting on principals as managers of moulded leaders in a managerialistic school system. South African Journal of Education 27(3): 491–506.
60. Hofstede G, (1980) Motivation leadership and organization: Do American theories apply abroad? Organizational Dynamics 9(1): 42–63.
61. Hopkins D, Reynolds D, (2001) The past present and future of school improvement: Towards the third age. British Educational Research Journal 27(4): 459–475.
62. House RJ, Hanges PJ, Javidan M, Dorfman P, Gupta V, (eds) (2004) Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies. Thousand Oaks, CA: SAGE Publications.
63. Jackson DS, (2000) The school improvement journey: Perspectives on leadership. School Leadership and Management 20(1): 61–78.
64. Jennings K, Lomas L, (2003) Implementing performance management for headteachers in English secondary schools: A case study. Educational Management and Administration 31(4): 369–383.
65. Lee MN, (1997) Education and the state: Malaysia after the NEP. Asia Pacific Journal of Education 17(1): 27–40.
66. Lee MS, Hallinger P, (2012) Exploring the impact of national context on principals’ time use: Economic development, societal culture, and educational system. School Effectiveness and School Improvement 23(4): 461–482.
67. Leithwood K, (1994) Leadership for school restructuring. Educational Administration Quarterly 30(4): 498–518.
68. Leithwood K, (2001) School leadership in the context of accountability policies. International Journal of Leadership in Education 4(3): 217–235.
69. Leithwood K, (In press) The Ontario Leadership Framework: Successful leadership practices and personal leadership resources. In: Leithwood K, Sun J, Pollock K, (eds) How School Leadership Influences Student Learning: The Four Paths. Dordrecht: Springer.
70. Leithwood K, Day C, (2007) Successful School Principals: International Perspectives. Dordrecht: Springer.
71. Leithwood K, Strauss TIIU, (2009) Turnaround schools: Leadership lessons. Education Canada 49(2): 26–29.
72. Leithwood K, Harris A, Hopkins D, (2008) Seven strong claims about successful school leadership. School Leadership and Management 28(1): 27–42.
73. Levačić R, (1992) Local management of schools: Aims, scope and impact. Educational Management and Administration 20(1): 16–29.
74. Levin H, Lockheed ME, (2012) Effective Schools in Developing Countries. London: Routledge.
75. Liu S, Hallinger P, (In press) Leading teacher learning in China: a mixed methods study. In: Leithwood K, Sun J, Pollock K, (eds) How School Leadership Influences Student Learning: The Four Paths. Dordrecht, The Netherlands: Springer.
76. Louis KS, (2007) Changing the culture of schools: Professional community, organizational learning, and trust. Journal of School Leadership 16(5): 477–487.
77. McGhee MW, Nelson SW, (2005) Sacrificing leaders, villainizing leadership: How educational accountability policies impair school leadership. Phi Delta Kappan 86(5): 367.
78. Mertkan S, Arsan N, Inal CG, Onurkan AG, (2016) Diversity and equality in academic publishing: The case of educational leadership. Compare: A Journal of Comparative and International Education 1–16. DOI:http://dx.doi.org/10.1080/03057925.2015.1136924.
79. Murphy J, (2008) The place of leadership in turnaround schools: insights from organizational recovery in the public and private sectors. Journal of Educational Administration 46(1): 74–98.
80. Murphy J, Hallinger P, (1988) Characteristics of instructionally effective school districts. The Journal of Educational Research 81(3): 175–181.
81. Newmann FM, Smith B, Allensworth E, Bryk AS, (2001) Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis 23(4): 297–321.
82. Ng DF, Nguyen DT, Wong BKS, Choy WKW, (2015) A review of Singapore principals’ leadership qualities, styles, and roles. Journal of Educational Administration 53(4): 512–533.
83. Nkengbeza D, (2016) School leadership role in a conflict and post-conflict environment: school reconstruction as a professional learning community. Open Journal of Social Sciences 4(8): 70–83.
84. Oplatka I, (2004) The principalship in developing countries: Context, characteristics and reality. Comparative Education 40(3): 427–448.
85. Othman M, Muijs D, (2013) Educational quality differences in a middle-income country: The urban-rural gap in Malaysian primary schools. School Effectiveness and School Improvement 24(1): 1–18.
86. Owusu-Bempah J, Addison R, Fairweather J, (2014) Commonalities and specificities of authentic leadership in Ghana and New Zealand. Educational Management Administration & Leadership 42(4): 536–556.
87. Pan HLW, Nyeu FY, Chen JS, (2015) Principal instructional leadership in Taiwan: Lessons from two decades of research. Journal of Educational Administration 53(4): 492–511.
88. Pashiardis P, Savvides V, Lytra E, Angelidou K, (2014) Successful school leadership in rural contexts: The case of Cyprus. Educational Management Administration and Leadership 42: 243–258.
89. Potter D, Reynolds D, Chapman C, (2002) School improvement for schools facing challenging circumstances: A review of research and practice. School Leadership and Management 22(3): 243–256.
90. Ribbins P, Gronn P, (2000) Researching principals: Context and culture in the study of leadership in schools. Asia Pacific Journal of Education 20(2): 34–45.
91. Robinson VM, (2006) Putting education back into educational leadership. Leading and Managing 12(1): 62.
92. Sargent TC, Hannum E, (2009) Doing more with less: Teacher professional learning communities in resource-constrained primary schools in rural China. Journal of Teacher Education 60(3): 258–276.
93. Schoen L, Fusarelli LD, (2008) Innovation, NCLB, and the fear factor the challenge of leading 21st-century schools in an era of accountability. Educational Policy 22(1): 181–203.
94. Schwarz A, Brauckmann S, (2015) Between Facts and Perceptions: The Area Close to School as a Context Factor in School Leadership. Wuppertal, Germany: University of Wuppertal.
95. Shinkfield AJ, Stufflebeam DL, (2012) Teacher Evaluation: Guide to Effective Practice. Vol. 41. Dordrecht: Springer.
96. Spring J, (2016) Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States. New York: Routledge.
97. Starr K, White S, (2008) The small rural school principalship: Key challenges and cross-school responses. Journal of Research in Rural Education 23(5): 1–12.
98. Terhart E, (2013) Teacher resistance against school reform: Reflecting an inconvenient truth. School Leadership and Management 33(5): 486–500.
99. Theoharis G, (2007) Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly 43(2): 221–258.
100. Thomas S, Peng WJ, Gray J, (2007) Modelling patterns of improvement over time: Value added trends in English secondary school performance across ten cohorts. Oxford Review of Education 33(3): 261–295.
101. Tolofari S, (2005) New public management and education. Policy Futures in Education 3(1): 75–89.
102. Truong TD, Hallinger P, Sanga K, (2016) Confucian values and school leadership in Vietnam: Exploring the influence of culture on principal decision making. Educational Management Administration and Leadership. DOI: 10.1177/1741143215607877.
103. Van der Berg S, (2008) How effective are poor schools? Poverty and educational outcomes in South Africa. Studies in Educational Evaluation 34(3): 145–154.
104. Walberg HJ, (1991) Improving school science in advanced and developing countries. Review of Educational Research 61(1): 25–69.
105. Walker AD, Hallinger P, (2015) A synthesis of reviews of research on principal leadership in East Asia. Journal of Educational Administration 53(4): 554–570.
106. Walker AD, Ko J, (2011) Principal leadership in an era of accountability: A perspective from the Hong Kong context. School Leadership and Management 31(4): 369–392.
107. Walker AD, Bridges EB, Chan B, (1996) Wisdom gained, wisdom given: Instituting PBL in a Chinese culture. Journal of Educational Administration 34(5): 12–31.
108. Walker AD, Hu RK, Qian HY, (2012) Principal leadership in China: An initial review. School Effectiveness and School Improvement 23(4): 369–399.
109. Yalçın M, Bektaş F, Öztekin Ö, Karadağ E, (2016) Factors affecting the identification of research problems in educational administration studies. Educational Sciences: Theory and Practice 16(1): 23–62.
110. Zhang J, Pang NS-K, (2016) Investigating the development of professional learning communities: Compare schools in Shanghai and Southwest China. Asia Pacific Journal of Education 36(2): 217–230.