Much prior scholarship in K-12 teacher leadership is agnostic to teachers' disciplinary areas and centrally focuses on how teachers' instructional expertise is utilized for leadership activities solely within their school. However, there are teacher leaders who engage in leadership by influencing policy development and implementation at larger system scales focused on their content areas. Given the nascency of research on this kind of leadership, the leadership activities teachers engage in outside the purview of their own building is not well known. There is a need to explore how this kind of leadership is described through explicit taxonomies, frameworks, and models. We focus specifically on secondary science teachers to discern how this form of disciplinary, strategic leadership has manifested within the extant research literature. A systematic literature review (SLR) methodological approach yielded 30 refereed publications from 25 authors using search parameters for secondary science teacher strategic leadership. The analysis yielded four themes: (1) divisions within and (2) conflicting conceptualizations of strategic leadership among researchers, and, for teachers, (3) individualized experiences precipitated by a (4) transformational experience that facilitated engagement in strategic leadership. This scholarship establishes a foundation for future research directions in leadership among secondary science teachers.
Rebecca E. Vieyra; Rebecca L. Hite (2024) Conceptualizing Secondary Science Teachers as Strategic Leaders Teaching Education, v35 n1 p1-20
This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.
Irene Budi Prastiwi; Martinus Tukiran (2024) Navigating AACSB Accreditation with Strategic Leadership and Change Management: A Systematic Literature Review Quality Assurance in Education: An International Perspective, v32 n3 p340-355
The main purpose of this study to determine the relationship between the strategic leadership characteristics of school principals and the level of organizational commitment of teachers. Research Methods: The universe of the research in the relational screening model is the 3648 teachers working in the secondary education institutions in Van province in the 2017-2018 academic year. 558 teachers, who were determined by the stratified sampling method, formed the sample of the research. Findings: According to research findings, teachers think that school principals usually show strategic leadership qualities. According to the teachers, school principals are generally in the dimension of strategic leadership, transformational applications, managerial applications and political applications, and in terms of ethical applications, they always demonstrate strategic leadership characteristics. Teachers' organizational commitment was found to be moderate in the study. Teachers' organizational commitment was found moderate level, at a low level in the compliance sub-dimension, a low level in the internalization sub-dimension, and a moderate level in the identification sub-dimension. Another finding of the study, it was found that there was a moderately significant positive relationship between the strategic leadership characteristics of school principals and the organizational commitment of teachers. Implications for Research and Practice: The finding that there is a moderate positive correlation between the strategic leadership characteristics of school principals and the level of organizational commitment of teachers, school principals are more likely to develop strategic leadership characteristics that will strengthen teachers' organizational commitment
Ucar, Rezzan; Dalgic, Servet (2021) Relationship between School Principals' Strategic Leadership Characteristics and School Teachers' Organizational Commitment Levels Eurasian Journal of Educational Research, n91 p105-126