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Fundraisers at all levels discover the art of leading upFundraisers know that in order to be successful in their demanding profession, they have to get things done. And to get things done, they need to exercise leadership from whatever rank or position they hold--often from the middle. This concept is called "leading up." Recognizing that all fundraisers must be leaders, Leading Up teaches professionals the skills and traits they need to be successful in their philanthropic roles.Leading Up centers around author Lilya Wagner's unique model, which exemplifies the concept of leading up. Here, fu

Cover page -- Halftitle page -- Title page -- Copyright page -- Title page -- Copyright page -- Dedication -- Contents -- General Editor's Preface -- Foreword -- 1 Introduction:The Organizational Framework for Educational Leadership -- 2 The Nature of Educational Leadership -- Introduction -- Trends in Educational Leadership Thought -- Leadership and the Effective School* -- 3 The System -- Introduction -- Education and Local Government in the Light of Central Government Policy* -- National Policies for Education* -- The Influence of Her Majesty's Inspectors* -- Leadership by the Chief Education Officer: Past, Present and Future -- The Deputy Director of Education: The Phoenix of LEA Administration* -- Planning and Sustaining the School Curriculum: Questions of Coordination and Control* -- Local Education Authority Advisers: Their Role and Future* -- The LEA Adviser: Developing Roles -- 4 The Schools -- Introduction -- Educational Leadership and the School Governing Body -- Selected Leadership Functions of the School Principal* -- Educational Management and School Leadership: An Evolutionary Perspective -- School Decision-Making and the Primary Headteacher* -- The Secondary School Head As Leader -- The Role of the Deputy Head in Secondary Schools* -- New Directions in Departmental Leadership -- The Role of the Head of Department: Some Questions and Answers* -- Leadership and the Teacher -- Subordinates' Strategies of Interaction in the Management of Schools* -- 5 Higher Education -- Introduction -- Leadership in Post-Compulsory Education -- Beyond the Subject Monolith: Subject Traditions and Sub-Cultures -- 6 Quangos and Other Influences -- Introduction -- The Schools Council, the 'Professional Centre' Concept and the 'Teachers' Centre' Movement -- Pushing For Equality: The Influence of the Teachers' Unions and Other Pressure Groups*

The study aims to establish the moderation of transformational leadership in the relationship between technostress and academic performance of university students during the COVID-19 pandemic. This study was of a quantitative nature with the support of the deductive method and of an explanatory correlational type. Technostress was measured with an instrument adapted from the RED-Technostress scale; transformational leadership was measured with an instrument adapted from the short version of the Multifactor Leadership Questionnaire 5X model; and academic performance was measured with a scale developed by the authors. A non-probabilistic convenience sampling was used, and the constructs were evaluated using SEM and SPSS AMOS software. In total, 245 questionnaires were administered. The results show a negative and significant relationship between transformational leadership and technostress (–0.338; p < 0.00), a positive and significant relationship between transformational leadership and academic performance (0.472; p < 0.00), a negative and significant direct relationship between technostress and academic performance (–0.553; p < 0.00), and moderation of transformational leadership of the relationship between technostress and academic performance (–0.159; p < 0.00). Thus, teacher leadership moderates the relationship between technostress and students' academic performance, i.e., a high level of transformational leadership practices of teachers allows a lower impact of technostress and its manifestations on the students' academic performance. Likewise, technostress manifested by students was relatively low, lower than the levels expected and evidenced in other studies carried out in the business environment, possibly explained by their age and their being in a context of continuous learning.
AcknowledgmentThe authors thank the Universidad Surcolombiana for their support in the development of this study.

The non-project / Jenny Elliott -- A tale from the tail of the fish / Nickie Muir -- Disparities between expectations and impact in fellows' experience of an alternative teaching program in China / Yue Melody Yin & Hilary Hughes -- Teach first, ask questions later : an experience of Teach First New Zealand / Sam Oldham -- Leaders in the community or educators in the classroom? : problematic dual roles of fellows at Teach For China / Sara G. Lam, Tongji Philip Qian, & Fan Ada Wang -- Teach for All in Latvia : a case study and warning to the world / Elīna Bogusa & Leva Bērzîna -- Meritocracy and leadership : the keys to social and educational change according to Enseñá por Argentina / Victoria Matozo & Adri Saavedra -- Leadership as an antidote to poorly trained teachers : the Teach For India story / Vidya K. Subramanian -- Sign of the times : Teach For Sweden and the broken Swedish education system / P.S. Myers.

This study examined the legal issues of teacher tenure in public K-12 schools in the United States. Included in this study is a review of the pertinent case law as it pertains to teacher tenure as well as a conclusive review, analysis, and summary of all relevant state statutes concerning teacher tenure in the United States. The federal statutes that influence state teacher tenure laws are also included in this study.Teacher tenure in public K-12 schools was originally derived from the Pendleton Civil Service Act of 1883, which provided job protections to federal civil service employees. The National Education Association (NEA) lobbied for teachers to be included in this law, and in 1909, New Jersey became the first state to offer tenure protections to public school teachers. Over the next century, every state in the union adopted similar laws and provided job protections to public school teachers. These laws have included the number of probationary years a teacher must work in order to earn tenure, the reasons a tenured teacher can be terminated, and the due process required in the event that a tenured teacher should require termination. In recent years, however, states have begun to alter or remove the tenure laws. Florida, Idaho, and Mississippi have already removed tenure protections for new teachers. Several states have bills moving through the state house and senate asking legislators to continue the elimination of tenure across the country. This study makes conclusions about the current state of tenure laws in the United States and the federal laws that are causing rapid changes in tenure legislation across the country. This study also makes conclusions from relevant research and case law about the legitimacy of further changes to teacher tenure legislation. This study makes recommendations to school officials and legislators about teacher tenure and its value within the school system, as well as how they might eliminate the flaws in the process that are driving the legislative changes. ; 2012-08-01 ; Ed.D. ; Education, Teaching, Learning and Leadership ; Doctoral ; This record was generated from author submitted information.

We have come into a time where there is of scarcity of resources, where colleges and universities are being pulled in different directions by many of its constituents, and state politicians are jockeying for which policies that they want to implement with limited or no resources to support them, which makes the support for higher education even more scant. If there was not a more urgent time to have a different mindset to transform a college or university this decade, then there likely will not be one. Knowing the obstacles in which higher education institutions need to overcome, the leadership of a college or university needs to be transformational in how it operates, thinks, and maneuvers.

Reflection of teacher's own professionalism matters so the present study aimed to evaluate the reflection of teacher educator's professionalism on their students. The survey was conducted to collect data by using two self-developed questionnaires one for teacher educators and others for prospective teachers. A sample of 155 teacher educators and 200 prospective teachers participated in this study randomly selected from one general university of Islamabad and seven universities of Punjab province. Analyses revealed that prospective teachers were highly reflecting professional attitude, professional practice and professional confidence while less professional commitment, professional ethics, and professional knowledge and competence. Teacher educators showed high level of professional commitment, professional leadership and supportive culture whereas less professional practice, professional ethics and professional knowledge and competence. Nevertheless, the prospective teachers were not properly acquiring teacher educator's professionalism. Findings may be used in teacher education programs to enhance professionalism through organization of continuous professional development practices

The mantra we continuously heard throughout the fall 2008 political campaigns was the need for change, a term that has become synonymous with a better future and the avenue to prosperity. Nowhere does the change narrative ring louder and truer than at the community college. Many of us who have spent our careers in community colleges realize that our institutions, like our local, state and federal governments, must undergo significant change in order to stay viable in the future. However, just like our government and political leaders, there is a very large gap between what community college leaders say they need to do to prepare their colleges for the future, and what actually is done. Clearly, it is time for us to get beyond all the rhetoric and begin to act.

"This book is undertaken by the author who has personally walked the journey of a classroom teacher, middle leader and school principal in the Singapore education system. It is a culmination of two research projects undertaken in two phases — the first is derived from the PhD Thesis entitled The Making of School Principals in Singapore and the second is based on interviews with school principals who have retired from the Singapore education system. Both research projects provide invaluable input to describe the four career phases of school leadership, that is, formation, accession, incumbency, and divestiture. This research describes how the formative years of a school principal have tremendous impact on who the principal is, and how the values and beliefs of an aspiring/potential school leader serve to guide him/her in taking on the principalship post. This well-structured book is both exploratory and descriptive. It provides the necessary background for anyone interested in understanding school leadership as a career. More specifically, it will be of value to educators and stakeholders interested in understanding the nature of school leadership in the Singapore education system."--

AbstractOver time, the study of business and management has become increasingly specialized, to the point where leadership is understood to be a process, not a position. To understand how to teach this "influence process" perspective of leadership, we outline three priorities—rigor, reality, and relevance—and begin a conversation on challenges and opportunities for business leadership educators.

1. Introduction : Weber's concept of charismatic domination / John Breuilly -- 2. The charisma of nations / Anthony D. Smith -- 3. Charisma and founding fatherhood / David Martin -- 4. Leadership, national character and charisma / Hedva Ben-Israel -- 5. Charisma and the cult of the hero in risorgimento Italy / Lucy Riall -- 6. Abraham Lincoln : the apotheosis of a republican hero / Don H. Doyle -- 7. Mussolini and Hitler : charisma, regime, and national catastrophe / MacGregor Knox -- 8. Nasser and the charisma of language / Vivian Ibrahim -- 9. In the name of the father, the teacher and the hero : the Ataturk personality cult in Turkey / Erik-Jan Zurcher -- 10. Talking about Jorg Haider : enactment of Volksnahe / Emo Gotsbachner -- 11. Madiba magic : Nelson Mandela's charisma / Elleke Boehmer.

The aim of this study is to determine the leadership roles of school administrators based on teachers opinions. The participants of this case study, one of the qualitative research design, were 180 teachers working in 5 elementary schools, 4 secondary schools and 4 high schools in Bolu province in the 2020-2021 academic year. The data were collected using an interview form consisting of semi-structured questions and analyzed using the descriptive analysis method. The findings of the study indicated that the leader manager should be an ethical, facilitating, empowering, instructive, innovative, motivating, supportive and visionary manager. In accordance with the results of this study, it is recommended that school administrators should have an ethical character that exhibits impartial, reliable, fair, constructive, patient, courageous and democratic behavior.

This paper explores the theoretical framework of teaching deliberative democratic leadership by examining teacher deliberative competency from theories of deliberative democracy. The research described the theoretical framework of deliberative democratic leadership as a heuristic in the practice of teaching deliberative democratic leadership. Through exploratory factor analysis, Teacher Deliberative Competency Scale (TDCS) reduced to 7-factor structure: ethic, inclusion, well-informed, publicity, deliberation, reciprocity and consensus. Results suggest that TDCS provides instructions for teaching deliberative democratic leadership.

Developing inner wisdom as a leadership strengthLeading with Spirit, Presence, and Authenticitypresents the perspectives of leaders, social scientists, and educators from around the world on the topic of developing inner wisdom. Structured around the notions of spirit, presence, and authenticity, the book encourages readers to reflect on their own lives as they read about their colleagues' diverse experiences, all in an effort to address difficult global systems challenges with a foundation of various wisdom lineages and practices.Each chapter is introduced by an editor with deep background experience in the topic at hand, and the book includes an examination of research on the essential nature of authenticity among leaders. Stories of leadership initiative from across nations illustrate the truly global nature of leadership inspiration, and accounts of teaching mindfulness, guiding leaders, and leading in the arts and humanities integrate critical theory with authentic leadership development. Topics include:Subtle interdependencies involved in modern leadershipThe contribution of sociological mindfulness to leadership educationAuthentic leadership as communicated through technologyThe role of spirit, and what the world needs from leadersA diverse mix of contributors, including a Sufi teacher, a social science journal editor, and a CEO, provide a truly inclusive examination of the ways a leader is defined by self and others. Leading with Spirit, Presence, and Authenticity,a volume in the International Leadership Series Building Leadership Bridges from the International Leadership Association, helps connect ways of researching, imagining, and experiencing leadership across cultures, over time, and around the world.

This study examines the syllabi of 241 required organizational behavior (OB) related classes in full-time U.S. MBA programs. Syllabi were coded for information about course title, topics, readings, cases, teaching methods, and learning assessment methods. Results revealed that the most frequent topics listed across courses are leadership and groups or teams. There was considerable diversity in assigned books, readings, and cases, with only a small number of books (2), readings (15), or cases (5) assigned in 10 or more courses within our sample. Assessment of student learning was conducted via (in order of importance for final student grades) testing, individual writing, class participation, group writing, group presentation, and individual presentation. Private, ranked MBA programs were more likely to offer more than one OB-related course, usually management plus leadership, or OB plus leadership. Implications of these findings for OB teaching are discussed, along with suggestions for future research.