Maria Nicolaidou

Understanding Failing Schools: Perspectives from the inside

This paper analyses the experience of so-called “failing schools” in order to develop understandings that can inform improvement efforts. It reports on a study of the experiences of a small number of English primary schools placed in “special measures” as a result of being inspected. The study is unusual in that, in the past, researchers have found it difficult to gain access to such sensitive contexts. Existing literature argues that staff collaboration and social cohesion have to be necessary features of efforts to support change in schools that are seen to be failing. However, the detailed analysis of what happened in the schools within this particular study suggests that the experience of being characterised as “failing” can act as a barrier to the creation of more collaborative ways of working. This analysis led to an examination of the links between culture and leadership, and how such links can provide useful insights for school improvement in contexts that are defined as failing.

Evaluation of CPD programmes: challenges and implications for leader and leadership development

Continuous Professional Development (CDP) programmes and especially coherent leader and leadership development programmes and policies have been at the centre of educational planning worldwide. The benefits for schools, staff, and pupils arising from professional development activities have been well researched into and elaborated on extensively. However, this is not the case in all educational settings. The purpose of this paper is to evaluate the impact of leadership development programmes and at the same time to address the challenges for leader and leadership development in connection to the design and delivery of relevant CPD programmes. The study adopted a coherent methodological framework for evaluating professional development programmes that builds on Guskeys (2000) and Stakes (1967) models for evaluating CPD programmes and a sound methodology for analysing evaluation data (Rasch methodology). We discuss the implications of our findings (a) for the local contextual practices in Cyprus, (b) for designing leader and leadership development programmes, and (c) for evaluation studies of relevant CPD programmes.

Do Primary School Teachers in Cypriot Schools See Themselves as Leaders? Echoing Practitioners' Voices on Levers and Barriers.

The study reported in this article explores the views of primary school teachers in Cyprus in relation to teacher leadership. In particular, the study investigates the perceptions of teachers as to their potential to exhibit leadership functions as formal and/or informal teacher leaders. It is a small‐scale study of five cases located in one urban primary school; the particular school was identified amongst colleagues as one where teachers often exhibit high motivation levels and leadership qualities. The findings show that teachers acknowledge the significance of their professional development in reinforcing and supporting their leadership potential. At the same time they draw attention to the barriers they meet on a daily basis both at school and at a systemic level. The article addresses issues of teacher leadership and teacher professionalism and how these are supported or, in these cases, obstructed by the centralised nature of the education system in Cyprus, outlining possible implications for policy makers and practitioners in terms of teachers and leadership professional development.

Opening Pandora's Box: School Autonomy in Cyprus and Emerging Implications for School Leaders.

A recently announced government initiative for educational reform in Cyprus has set school autonomy high on the agenda. This article aims to throw more light into this effort, while localizing the intention for decentralization within the context and peculiarities of the Cyprus educational system. In particular, this article outlines the challenges arising for school leaders, when the reform moves towards implementation of the trends under discussion. In the light of the relevant literature, this article proceeds to recommendations; specifically, the role of school leadership with regards to the establishment of accountability as well as the reform of the organisational culture at the school level.

Development and validation of the School Leaders’ Self-Efficacy Scale

Purpose – Efficacy has been broadly analyzed and explored in depth in various fields. However, in the field of educational leadership, empirical studies and research evidence are weak. The purpose of this paper is to develop and validate a new School Leaders’ Self-Efficacy Scale (SLSES). Design/methodology/approach – Two studies were undertaken. In the first study, the extant literature was critiqued and an initial form of the SLSES was developed; it was then administered to 233 school leaders in Cyprus. Exploratory factor analysis (EFA) was employed to identify the structure of the scale. The second study aimed at validating the proposed model by employing confirmatory factor analysis. For this purpose, a revised SLSES was administered for a second time to 289 school leaders. Findings – EFA suggested an eight-factor structure, namely: Creating an appropriate organizational structure, Leading and managing the learning organization, School Self-Evaluation for School Improvement, Developing a positive clima...

Echoing school leaders' voices in Cyprus: a study of novice school leaders' perceptions regarding leadership professional development

Leadership development programmes come in plenty internationally and a number of resources, time and money are being spent to this end. The benefits for schools, staff and pupils arising from professional development activities have been well researched into and elaborated on extensively internationally. Currently in Cyprus, leadership development programmes are limited to on‐post in‐service training programmes that are offered to novice school leaders (headteachers and deputy headteachers). As there is a dialogue underway for updating leadership training in Cyprus, this study aimed to capture leadership training participants’ views regarding the current in‐service tradition with a view to supporting localized attempts to improve and develop relevant policies and training programmes. The sample consisted of 257 trainees attending the mandatory in‐service training programmes for novice school leaders. Data were collected through questionnaires and interviews. Findings suggest that the content of leadership development programmes needs to correspond to school leaders’ expected roles and responsibilities, as well as their learning needs. Furthermore, it is generally acknowledged that further professional development opportunities should be offered alongside school leaders’ career progression either on‐post or pre‐post. This study’s findings support the necessity to revise existing policies (or address the lack of guiding training programmes). Data indicate that such policies and training programmes need to be based on solid foundations, such as a coherent leadership development framework and philosophy. The implications of the findings for the design and development of leadership training programmes are also discussed.

Feedback-based coaching towards school leaders’ professional development

Purpose – The purpose of this paper is to discuss feedback-based group coaching as a strategy towards school leaders’ development. On the basis of data collected within the framework of the project “Professional Learning through Feedback and Reflection” (PROFLEC), this case study explores the Cypriot school leaders’ views about feedback and coaching as developmental tools. The PROFLEC project was implemented in participating countries during 2013-2015 and involved completing an online leadership self-assessment inventory, training as well as coaching sessions. Design/methodology/approach – Observations and interviews with coachees and coaches illustrate participants’ views on feedback-based group coaching, the critical conditions of its implementation and the perceived value of the particular model. Findings – The study concludes that feedback-based group coaching can enhance school leaders’ organisational socialisation and learning; yet, certain aspects, such as the nature of the feedback, the role of th...

Professional development of teacher educators: voices from the Greek-Cypriot context

Although teacher educators are often regarded as models of lifelong learning for the teachers, their professional development has been the object of meagre research and discussion in the literature. This study raises awareness on issues pertaining to teacher educators’ professional development in the Greek-Cypriot context. Data from semi-structured individual interviews, conducted with a group of six educators – seconded to teach teachers – outline their notions of professional development, the formal and less formal routes they take towards this endeavour, perceived outcomes as well as problems they encounter. Findings indicate that teacher educators are involved not only in formal but also informal learning, both through and without interaction. Learning through interaction involves participation in seminars as well as informal conversations with colleagues, but not structured forms of peer learning. Learning without interaction resembles self-study and reflection, but not intentional experimentation with practices. These findings reflect the individualized character of educators’ professional development, while systemic opportunities for peer learning remain scarce. The article discusses exploitation of professional development opportunities within teacher education institutions. In particular, the authors argue towards more systematic approaches for teacher educators’ professional development in the individual and collective domains.

The potential of group coaching for leadership learning

Despite group coaching being used to facilitate goal-focused change in a range of organizational contexts, there is little research evidence of its use or efficacy in continuing professional development programs for educational leaders. In the first part of this article we define coaching and consider the benefits and challenges of several forms of coaching for leadership learning. In the second part, we introduce the Professional Learning through Feedback and Reflection group coaching model and report on an international pilot of its use in a continuing professional development program for school leaders. The stimulus for group coaching with this model came from the completion of a self-assessment instrument and subsequent feedback report which provoked individual reflection on personal competencies. A protocol used within the coaching process itself provided structure for school leaders to clarify problems and issues, share perspectives and experiences, reflect and plan for change. Analysis of data from the pilot indicates that group coaching, informed by heightened awareness of personal competencies, may have the potential to assist school leaders to identify their personal strengths and challenges, better understand the dynamic and complex nature of their own organization, and inform change processes to improve learning outcomes.

Emergent data-driven approaches to school improvement: The journey of three schools through self-evaluation

This article aims to illustrate a school self-evaluation project implemented in three Cyprus primary schools. The project adopted three theoretical assumptions, namely, an orientation towards school improvement, a participatory school-level approach allowing support from a critical friend and a focus on effective teaching. In line with a seven-stage model, the project employed action-research strategies, involving data collection to inform the development of school plans. To highlight paths towards school improvement in the particular context, the article discusses researchers’ and participants’ perspectives. Repercussions are then drawn for the implementation of similar practices, drawing on the roles of teachers, school leaders and critical friends, as well as appropriate resources, in support of self-evaluative activity.