IDENTIFYING FACTORS INFLUENCING SCHOOL LEADERSHIP PRACTICES: CASE STUDY OF LATVIA

Authors

  • Ilze Saleniece University of Latvia, The Interdisciplinary Center for Educational Innovation
  • Dace Namsone University of Latvia, The Interdisciplinary Center for Educational Innovation

DOI:

https://doi.org/10.17770/sie2020vol3.5125

Keywords:

influencing factors, school effectiveness, school leadership

Abstract

Based on the analysis of research literature and empirical data, the study aims to identify significant factors affecting school leadership practices in Latvia. In addition to studies of scientific literature, the authors used qualitative research methods – in-depth interviews with 7 school leadership teams of the same municipality and expert focus group discussion to describe the influencing factors that are relevenat in the context of Latvia. As a result of the study, the authors identified that school leaders’ work experience, beliefs and mental models, social skills and impact of the external parties have an influence on their practices.

 

Downloads

Download data is not yet available.

Author Biographies

  • Ilze Saleniece, University of Latvia, The Interdisciplinary Center for Educational Innovation
    Researcher at the Interdisciplinary Center for Educational Innovation, University of Latvia
  • Dace Namsone, University of Latvia, The Interdisciplinary Center for Educational Innovation
    Director of the Interdisciplinary Center for Educational Innovation, University of Latvia

References

Browne-Ferrigno, T. (2003). Becoming a Principal: Role Conception, Initial Socialization, Role-Identity Transformation, Purposeful Engagement. Educational Administration Quarterly, Vol. 39, No. 4, 468-503. DOI: 10.1177/0013161X03255561.

Bush, T., & Glover, D. (2014). School leadership models: what do we know?. School Leadership & Management, 34:5, 553-571. DOI: 10.1080/13632434.2014.928680.

Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education (6th ed.), New York: Routledge.

Fullan, M. (2015). The new meaning of educational change (5th ed.), New York: Teachers College Press.

Crow, G., Day, C., & Møller, J. (2016). Framing research on school principals’ identities. International Journal of Leadership in Education. DOI: 10.1080/13603124.2015.1123299.

Gurr D. (2017). A Model of Successful School Leadership from the International Successful School Principalship Project. In Leithwood K., Sun J., Pollock K. (eds), How School Leaders Contribute to Student Success. Studies in Educational Leadership (pp. 15-30), vol 23. Springer, Cham.

Hallinger, P. (2011). Leadership for learning: lessons from 40 years of empirical research. Journal of Educational Administration, Vol. 49, Issue: 2. DOI: 10.1108/09578231111116699.

Leithwood, K., Begley, P., & Bradley Cousins, J. (1990). The Nature, Causes and Consequences of Principals′ Practices: An Agenda for Future Research. Journal of Educational Administration, Vol. 28, No. 4. DOI: 10.1108/09578239010001014.

Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28:1, 27-42. DOI: 10.1080/13632430701800060.

Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17:2. DOI: 10.1080/09243450600565829.

Organisation for Economic Co-operation and Development., & Teaching and Learning International Survey. (2018). Country Note: Latvia. Paris: OECD, Teaching and Learning International Survey.

Pollock, K., Wang, F., & Hauseman, D. C. (2017). Complexity and Volume: An Inquiry into Factors That Drive Principals’ Work. In Leithwood K., Sun J., Pollock K. (eds), How School Leaders Contribute to Student Success. Studies in Educational Leadership (pp. 209-238), vol 23. Springer, Cham.

Saleniece, I., Namsone, D., Čakāne, L., & Butkēviča, A. (2019). Towards a context-specific school leadership competence framework: a case study of Latvia. Proceedings of the ATEE spring conference, 7-8.06.2019. Riga, Latvia.

Taliadorou, N., & Pashiardis, P. (2015). Examining the role of emotional intelligence andpolitical skill to educational leadership and their effects to teachers’ job satisfaction. Journal of Educational Administration, Vol. 53, 642 – 666. DOI: 10.1108/JEA-02-2014-0025.

Downloads

Published

2020-05-20

How to Cite

Saleniece, I., & Namsone, D. (2020). IDENTIFYING FACTORS INFLUENCING SCHOOL LEADERSHIP PRACTICES: CASE STUDY OF LATVIA. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 3, 552-561. https://doi.org/10.17770/sie2020vol3.5125