Stefan Brauckmann

A Validation Study of the Leadership Styles of a Holistic Leadership Theoretical Framework.

Purpose – The overall purpose of the European Union‐funded Leadership Improvement for Student Achievement (LISA) project was to explore how leadership styles, as conceptualized in the developed dynamic holistic leadership framework, directly or indirectly affect student achievement at the lower secondary level of education in seven European countries. This paper seeks to address this issue.Design/methodology/approach – In its methodological design the study is a mixture of research methods and collaborative action research shared by acting school leaders and researchers. A series of statistical analyses was carried out in order to gather evidence whether the data from the LISA project supported the initially developed holistic leadership theoretical framework. Consequently, first some descriptive statistics are introduced in order to acquaint the reader with the kind of data the survey used from the schoolteacher questionnaires. Further, some explanations are laid out with regard to the methodologies empl...

Realization: The Change Imperative for Deepening District‐wide Reform

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Autonomous leadership and a centralised school system

Purpose – Although policy makers strengthen the necessity of “deregulation”, discussions about deregulation vs regulation in Europe still seem to be characterized by a lack of sophistication and require a more differentiated picture of specific forms of deregulation. As a consequence, the analysis of new educational governance approaches should consider the local actors interpretation of new roles and new responsibilities. Relating actions and reactions of school leaders to their formal environment should lead to more contextual patterns of responsiveness. The paper aims to discuss these issues. Design/methodology/approach – The authors investigate, based on a survey among Cypriot school leaders, whether school autonomy needs deregulation, or regulation towards autonomy, respectively. At the time of research the school system of Cyprus could be characterized as a “centralized” system and hence represented a suitable field of study. Using a factor model followed by a cluster analysis the paper explores th...

The Clash of Evaluations: In Search of the Missing Link between School Accountability and School Improvement--Experiences from Cyprus.

Purpose – The main purpose of this paper is to examine more closely the tension between, on the one hand, forms of internal school improvement based on internal evaluation measures and, on the other hand, control and legitimisation needs grounded on external evaluation measures.Design/methodology/approach – The clash of these forms of evaluation is at the core of the paper, dealing in particular with the changing evaluation systems in the Cypriot education system. Therefore, the case study approach is utilised here. More specifically, the case of Cyprus is used as a system under transition in order to move from a primarily teacher inspection system, which is externally driven, to a combination of a teacher/school inspection system, which is based on both external and internal processes and is directed at both formative and summative evaluation processes.Findings – It is asserted that the new proposed appraisal system for Cyprus addresses the deficiencies of the current evaluation system and generally aims...

No time to manage? The trade-off between relevant tasks and actual priorities of school leaders in Germany

Purpose – School leadership is considered a central agent in the implementation of “New Governance” concepts which have been introduced in Germany by means of accountability measures, decentralization and a growth of autonomy and competition. With the adjustment of policies, rights and duties of school leaders have changed considerably. The purpose of this paper is to contribute to leadership research by providing descriptive evidence on the relevance of specific areas of leadership activity reported by school principals and their actual priorities in terms of day-to-day workload. In particular, the authors analyze whether individually reported priorities are reflected in the actual distribution of workload in a daily routine. Design/methodology/approach – The empirical analysis uses data collected in the German SHaRP study (“School leaders’ activities between more responsibility and more power”). Based on a sample of 153 school leaders from six German federal states the authors perform regression models ...

Berufliche Gymnasien in Baden-Württemberg: Geschichte und heutige Ausgestaltung

Neben den traditionellen Gymnasien existiert in der Bundesrepublik Deutschland eine Vielzahl weiterer Schulformen, die ebenfalls den Erwerb der allgemeinen, fachgebundenen oder Fachhochschulreife und damit die Aufnahme eines Studiums an einer Universitat oder Fachhochschule ermoglichen. Die quantitativ bedeutsamsten unter ihnen sind die beruflichen Gymnasien (auch als „Fachgymnasien“ bezeichnet) und die Gesamtschulen (vgl. Koller, Watermann & Trautwein, in diesem Band). Zwischen den einzelnen Bundeslandern ergeben sich dabei grose Unterschiede in der Variation der angebotenen Hochschulzugangswege und deren jeweiliger quantitativer Bedeutung.

Leadership Styles and School Climate Variables of the Pashiardis-Brauckmann Holistic Leadership Framework: An Intimate Relationship?

In this chapter, school climate variables are employed in order to explore school principals’ influence on student achievement through the Pashiardis-Brauckmann Holistic Leadership Framework. The aim is to identify the mechanisms through which leadership influences student learning. For the purposes of the LISA project, a number of school climate variables were used as mediating variables between the principal’s leadership styles and student achievement. All analyses pointed towards a model comprising seven such mediating factors. The seven school climate factors were labeled as follows: Professional Development Opportunities, Evaluation and Feedback, Teacher Commitment, Parental Involvement, Teaching and Learning Practices, Student-Teacher Interactions, and Student Expectations. Then, an analysis was performed that examined the degree to which school leadership styles reliably predicted school climate variables. The findings suggest that the Instructional, the Structuring, and the Entrepreneurial leadership styles are utilized by school principals in order to enhance student achievement.

Let the context become your ally: school principalship in two cases from low performing schools in Cyprus

ABSTRACT Context has a considerable effect on the role and responsibilities of school principals. The aim of this paper is to provide a holistic perspective of the effects of school principals’ involvement in two low performing schools with different contexts. A qualitative research approach was employed, with individual and focus groups interviews under a multi-actor perspective. Our results suggest that school leaders differ in the way they relate to the inner and outer environment of the school. We suggest that they have to acquire new skills that address entrepreneurial as well as pedagogical tasks, thus exercising edupreneurial leadership.

New Public Management in Education: A Call for the Edupreneurial Leader?

ABSTRACT The leadership inside and outside the schools envisioned in the context of output-oriented new public management reforms reacts upon the complexity and visibility of changes in a school environment. Thus, the main purpose of this conceptual article is to explore the under-theorized and under-researched relationship of the new public management mix of autonomy and accountability on the one hand and leadership styles (as they are practiced by school principals) on the other hand. We investigate this relationship in an effort to reposition the ongoing discussion of whether a new public management policy mix leads to a new leadership-styles hybrid.