Will the Increasingly Globalized Knowledge Base for Educational Leadership Increase the Professional Status of the Field?

by Ted Purinton
Bahrain Teachers College, University of Bahrain, Bahrain.

10.46679/isbn978819484832506

Abstract

Purpose: This chapter examines the global applicability of the knowledge base in the field of educational leadership from the lens of occupational professionalization.

Design/Approach/Methods: Abbott’s (1988) model of field professionalization is applied to the work of educational leadership as it pertains to a potentially universal knowledge base for efficacious practice.

Findings: The knowledge base for the field of educational leadership has already demonstrated international appeal. But from a theoretical perspective, bolstered by still early empirical findings, the work of educational leadership will struggle to reach the purest form of sociological professionalism. The work of educational leadership is often tied to social and political values that do not persist across international borders.

Originality/Value: As empirical research in the field of educational leadership grows on an international level, the field must articulate how such knowledge can be utilized in policy and academic preparation programs.

Keywords: educational leadership, professionalism, educator preparation

This chapter is a part of: Innovations in Educational Leadership and Continuous Teachers’ Professional Development (Eds. Osama Al Mahdi, Ph.D.)

© 2020, CSMFL Publications & its authors.

References

  1. Abbott, A. (1988). The system of professions: An essay on the division of expert labor. Chicago: The University of Chicago Press.
  2. Bailey, L., Purinton, T. Almahdi, O., & Al Khalifa, H. (2020). Conceptualising school leadership in the Gulf Cooperation Council (GCC) cultures: Demarcating challenges for research. Educational Management Administration and Leadership, doi.org/10.1177/1741143219884682
  3. Castillo, F. A., & Hallinger, P. (2018). Systematic review of research on educational leadership and management in Latin America, 1991–2017. Educational Management Administration & Leadership, 46(2), 207–225.
  4. Chikoko, V. (ed.) (2019). Africa Handbook for School Leadership. Hauppauge, NY: Nova Science.
  5. Cohen, D.K. (2005). Professions of human improvement: Predicaments of teaching. In M. Nisan & O Schremer (Eds.), Educational Deliberations. Jerusalem: Keter.
  6. Cravens, X.C. & Hallinger, P. (2012). School leadership and change in East Asia: Building capacity for education reform. Peabody Journal of Education, 87(2), 157-161.
  7. di Luzio, G. (2006). A sociological concept of client trust. Current Sociology, 54(4), 549–564
  8. Freeman, S. Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410-8415.
  9. Freidson, E. (2001). Professionalism, the third logic: On the practice of knowledge. Chicago: University of Chicago Press.
  10. Giroux, H. (1984). Ideology, culture and the process of schooling. Philadelphia: Temple University Press.
  11. Hallinger, P. (2017). Surfacing a hidden literature: A systematic review of research on educational leadership and management in Africa. Educational Management Administration & Leadership, 46(3), 362-384.
  12. Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5–24.
  13. Hallinger, P., & Kovačević, J. (2019). Science mapping the knowledge base in educational leadership and management: A longitudinal bibliometric analysis, 1960 to 2018. Educational Management Administration & Leadership, 48(2), 209-230.
  14. Hallinger, P. & Walker. A. (2015). Systematic reviews of research on principal leadership in East Asia. Journal of Educational Administration, 53(4), 554-570.
  15. Heckscher, C. & Adler, P. S. (2006). The firm as a collaborative community: Reconstructing trust in the knowledge economy. New York: Oxford University Press.
  16. Honig, M.I. & Louis, K.S. (2007). A new agenda for research in educational leadership: A conversational review. Educational Administration Quarterly, 43(1), 138-148.
  17. Hudson, J. (2017). Identifying economics’ place amongst academic disciplines: A science or a social science? Scientometrics 113, 735–750.
  18. Jang, H. (2008). Supporting students’ motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100(4), 798.
  19. Kagawa-Singer, M. (2011). Impact of culture on health outcomes. Journal of Pediatric Hematology/Oncology, 33, S90-S95.
  20. Kawanaka, T., Stigler, J., & Hiebert, J. (1999). Studying mathematics classrooms in Germany, Japan, and the United States: Lessons from TIMSS videotape study. In Kaiser, G., Luna, E., and Huntley, I. (eds.), International Comparisons in Mathematics Education, pp. 86-203. London: Falmer.
  21. Krause, E.A. (1999). Death of the guilds: Professions, states, and the advance of capitalism, 1930 to the present. New Haven: Yale University Press.
  22. National Research Council (1999). Global perspectives for local action: Using TIMSS to improve U.S. mathematics and science education. Washington, DC: National Academies Press.
  23. OECD (2018). Education at a glance 2018: OECD indicators. Paris: OECD Publishing.
  24. Purinton, T. (2011). Six degrees of school improvement: Empowering a new profession of teaching. Charlotte, NC: IAP.
  25. Purinton, T. (2012). Is instructional leadership possible? What the research on leadership in other knowledge professions tells us about contemporary constructs of school leadership. International Journal of Leadership in Education: Theory and Practice, 16(3), 279-300.
  26. Ramirez, F. O., Schofer, E., & Meyer, J. W. (2018). International tests, national assessments, and educational development (1970–2012). Comparative Education Review, 62(3), 344-364.
  27. Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158-176.
  28. Steiner-Khamsi, G. (2016). New directions in policy borrowing research. Asia Pacific Education Review, 17(3), 381-390.
  29. Stigler, J. W., & Hiebert, J. (1998). Teaching is a cultural activity. American Educator, 22(4), 1-10.
  30. Wang, Y. (2018). The panorama of the last decade’s theoretical groundings of educational leadership research: A concept co-occurrence network analysis. Educational Administration Quarterly, 54(3), 327-365.
  31. Wilson, J.Q (1989). Bureaucracy: What government agencies do and why they do it. New York: Basic Books
  32. Zapp, M., & Ramirez, F. O. (2019). Beyond internationalisation and isomorphism: The construction of a global higher education regime. Comparative Education, 55(4), 473-493. 

[email protected]

Follow us:
CSMFL Publications @LinkedIn