Author’s argument is adequately presented through the relevant literature of the progressive and humanistic movement in education. Holistic education and community-based schools provide the contextual framework of the research. According to Robertson (1998) shared leadership and the involvement of community to school life are related to school’s success. Bettie presents her claims in conjunction with Dewey’s (1916, 1934) perception for learning through experience, the importance of continual learning and community implication and the emotional aspect of leadership.
As far as the case study is concerned Bettie’s research deals with an alternative Community high school (Corktown) which aims to meet the educational needs of a small and unique population of students. This disputes the validity and reliability of the research as the sample is not representative and her conclusions cannot be generalized. In this sense the credibility of her claim might also be questioned.
Bettie used a variety of methods in collecting evidence (observation, interviews, conversations, story-telling, feedback on narrative accounts, field notes) that will probably lead to reliable and valid findings. Collecting data through observation raises questions about the validity of this evidence as she might affect the observed behaviours and the sample may not act normally (Researcher Methods in Education-RME, p.44). However using triangulation (RME, p.65) in her methods increases the chances for accuracy. Betties applied her conceptual framework in collecting evidence as staff was involved in these collaborative procedures. Three sources of evidence were used to ensure study’s validity and reliability: structural corroboration, consensual validation and referential adequacy (Eisner, 1991).
In addition Bettie moves beyond description to an evaluation of the situation and seems to take a rather moral position. She prefers to choose an alternative school in which the foundation principles are underpinned by moral values. This environment is unrealistic in mainstream schools.
The second research, “Developing the leadership capability of headteachers’’, focuses on how leaders perceive their role in contrast to what others expect and the importance of understanding the emotional aspects of this role. James and Vince suggest ways of promoting leaders capabilities and dealing with negative emotions.
Authors’ argument about the interaction of emotions is clearly demonstrated and underpinned by relevant literature. The gap between what the plans impose and what is actually done in leadership practise is inevitable as emotion is an integral part of school processes (James, 1999). Organizations are complex and influenced by peoples’ emotions. Vince (1999) adds the issue of power relations. Negative emotions (anxiety, uncertainty, anger) are caused because leaders are the recipients of others expectations (Obholzer, 1999).
James and Vince research focuses on a leadership development program. The sample was consisted of 14 primary school headteachers from four local education authorities that had potential for further development and their schools had made improvements in students’ achievement. The small number of the sample places limitations in the generalization of the findings.
Their research is based firstly on a descriptive claim of how leaders perceive their role and how do others, secondly on an explanation claim for the importance of the emotions in leadership roles and thirdly on a prescription claim of suggesting ways of development. Their descriptive and explanation claims are not plausible as leaders’ perception is something that can easily change according to many parameters. However their credibility is enhanced as they are supported by relevant literature.
The data included detailed field notes, documents and material produced by the headteachers. A limitation of the research may be that the authors did not use more methods in collecting evidence in order to cross-examine their findings. However their evidence is considered to be reliable as it presents an unwanted site of headteachers role where there is no reason of giving misleading information. It was analysed from an institutional transformation standpoint (James, 1999), combining a psychodynamic perspective (Gabriel, 1999) and the use of open systems theory (Obholzer and Roberts, 1994). These analysis methods are linked with emotional influences of roles and their use increases the possibility of reaching valid and reliable conclusions that are substantiated by the evidence. Moreover the methodology used indicates that the researchers are consistent to their conceptual framework.
Finally it can be mentioned that Vince and James adopt a moral stance in presenting the issue as they emphasize on the human dimension of headteachers’ role rather that the professional one. However it can be assumed that they also take a political position as they suggest ways of formatting the headteachers’ development programmes.
The role of emotion in learning and leading procedures is a common issue in the articles. The use of qualitative methodologies emerged from the philosophy of their selected conceptual frameworks. At the final part of this analysis other articles are going to be presented according their similarities or differences to authors’ positions.
The two articles, especially the first one, take a rather moral position in presenting their issues. This stance contradicts the political one which is clearly presented to Smyth’s (2002) article. The holistic or emotional dimensions of leadership are underestimated by the promotion of subjectivity within schools. In addition to this Taylor et al. (2002) take a rather similar position in presenting a change in the education focus from student to the business management. The replacement of individuality by isomorphism and the application of forms of coercive, mimetic and normative behaviours are contrary to the moral values of holistic leadership.
Harris (2002) research emphasizes the importance of imaginative learning and encourages teachers to provide students with sound educational experiences. Mulford and Silins (2003) have also noted that the extent to which students participate in school activities was related to greater academic achievement. In addition Avis (2002) argues for a learning process that is oriented in meeting the needs of learners and help them acquire knowledge within an emancipatory environment. Gold et al. (2003) note that effective leaders are those who base their practises in personal, moral and educational values even if these oppose to government policies. These assumptions can be supported by the moral values identified by Bettie.
The lack of role clarity and consistency and the need for headteachers to deal with contradictory demands is presented in Billot’s (2003) research and support Vince and James arguments.
The relation of the articles to personal professional context and leadership and management practise
The usefulness and relevance of any research’s findings are crucial elements for its evaluation. This section of the assignment is analyzing the conceptual frameworks of the researches and the extent to which their conclusions relate and can be valuable to personal professional growth and leadership and management practice.
Bettie bases her research in the established literature of the holistic leadership and the progressive and humanistic movement in education. She aims to describe the ways teacher-leaders enact holistic leadership. The selected conceptual framework is considered to be efficient for the purpose of the study as it provides adequate reference points, gives a meaning to the collected evidence and helps the presentation of the conclusions.
James and Vince focus on the emotional dimension of leadership and suggest ways of developing headteachers’ capabilities. They are based on the established literature of the social-constructionist (Fireman, 1993, Hochschild, 1979) and the psychodynamic exploration of emotion at work (French and Vince, 1999, Hirschhorn, 1988, Hoggett, 1992, Kets and Miller, 1985, Obzholzer and Roberts, 1994, Trist and Murray, 1990). These conceptual frameworks can be considered useful tools in analyzing and presenting their data, making references to support their aspects, giving meaning to their findings and making appropriate recommendations.
The conceptual frameworks used in both articles where clearly connected to the researches tasks and contributed to the credibility of the studies (Smyth, 2004). Moreover they provided useful tools for the methodology and the data analysis.
The researchers’ goals are placed in the contemporary educational changes which increase their relevance to other settings. Their conceptual frameworks may characterize most contemporary educational contexts where the different identity of each person and the definition of leaders’ emotional roles are at the centre of their concern.
The relevance of each research can be assessed by two factors: the importance of their topic and their contribution to the existing knowledge. Both studies are presenting issues that have a great stance to the general leadership and management discussion. Bettie argues that the establishment of a learning community by applying holistic leadership is of great importance to school improvement and change. Although this is indisputably important for leaders this study does not present something new but just confirms the existing knowledge. Moreover she refers to a unique situation of an alternative school and the generalization of her conclusions may not be sound. However the author suggests some processes that may enhance teachers’ practice.
On the contrary James and Vince’s topic might attract more audience as professional development is an issue that interests most educators. Their findings may be useful for both teachers and leaders. They concluded that leaders need to recognize and engage with the negative emotions of their role and suggest ways to foster their professional development. The second research may contribute more to the existing knowledge due to the writers’ suggestions. In generalizing conclusions the cultural differences, the educational policies of each country and the values that underpin their system it must be always taken in mind.
Personal professional context refers to a primary public school in Cyprus which functions under the directions of the country’s Ministry of Education (centralized system). The school is accountable to the regional inspector. This places some limitations in applying Bettie’s aspects. However teachers are free to use different methods of teaching and in this sense the conceptual framework of the referred study may be useful if used selectively.
Bettie points out the importance of the values embedded in the school culture. These values and democratic approaches are prominent to personal professional context. Values of collaboration and trust underpin students and teachers activities. The headteacher applies collegiality and shared leadership in decision-making processes. She works as a co-ordinator of school actions and contrast to Corktown she has the main responsibility for the school functioning. Furthermore school focuses on students needs and all aspects of their lives are taken in mind in teaching processes.
Another aspect of the holistic education that is successfully applied to personal context is the transformation of knowledge gained to school at real life circumstances. By this sense students develop consciousness about real life by interacting with the external community and finding ways to raise their own voice. School participants are encouraged to get involved in school’s actions through students-parents activities. Teachers create opportunities for diverse learning through programs like Oikade, Socrates, Ecology Program and projects which also enhance the emotional development of students. The community contributes to school’s initiatives by several ways (financial support, participation in activities). In addition the school creates opportunities to students to develop their emotions by interacting with each other in everyday activities.
The issue of the emotional dimension of leadership is an aspect noticed in every organization. However there is a difference of how James and Vince present leader’s role to that of personal context. Their study implies a more formal model of leadership where headteacher is burdened with everything that concerns school. Although sometimes this is inevitable, in personal context all teachers considered to be responsible for all issues that affect the organization. By this sense emotions of anger, anxiety and distress are usually handled successfully by all staff. However handling emotions is difficult sometimes as work overload and others expectations may cause much pressure. For example when a project was conducted within school everyone was anxious about the presentation of our results to the inspector but after all the headteacher had the main responsibility for the program.
Fortunately the headteacher bases her relations in the emotional implication of her role by showing great understanding for staff problems. For example when a teacher needs to leave school for serous personal reasons she is eager to fill the gap by undertaking his/her class. Moreover she is very supportive to staff initiatives and encourage us to take on responsibilities that foster personal and students’ development. It is however apparent that working in such environment provides teachers with valuable knowledge that enables them to move the organizational forward and enhance their professional skills as James and Vince noted.
To conclude, each research has something to give and their contribution depends on how well their findings may be assessed and used for further study. Both articles were helpful in understanding personal professional settings. What is crucial in teachers’ community is that teaching methods are diverse according to students’ abilities and emotions. Educators should act like good parents whose first concern must be “the kind of people their students are becoming” (Noddings, 1991) (cited in Bettie).
Work Count: 2748
References:
AVIS, J. (2002) “Developing Staff for Further Education: Discourse, Learners and Practice”. Research in Post-Compulsory Education, 7(3), Triangle Journals Ltd.
BEATTIE, M. (2002) “Educational leadership: modeling, mentoring, making and re-making a learning community”, European Journal of Teacher Education, 25(2 & 3), Carfax/Taylor & Francis Ltd.
BILLOT, J. (2003) “The real and the ideal: the role and workload of secondary principals in New Zealand”, 31(1). UNITEC Institute of Technology.
GOLD, A., EVANS, J., EARLEY, P., HALPIN, D. and COLLARBONE, P. (2003) “Principled principals? Values-driven leadership: evidence from ten case studies of ‘outstanding’ school leaders”, Educational Management Administration and Leadership, 31(2).
HARRIS, C.E. (2002), “Imaging the good organization: educational restructuring in a coastal community”, Educational Management, Administration and Leadership, 30(1).
JAMES, C. and VINCE, R. (2001) “Developing the leadership capability for headteachers”, Educational Management Administration and Leadership, 23(9).
MULFORD, B. and SILINS, H. (2003) “Leadership for organizational learning and improved students outcomes – what do we know?”, Cambridge Journal of Education, 33(2). Carfax Publishing/Taylor & Francis Ltd.
SMYTH, J. (2002) “Unmasking teachers’ subjectivities in local school management”, in Ball, S. (ed), Journal of the Educational Policy, pp. 463-82, 17(4). Taylor & Francis Ltd.
SMYTH, R. (2004) “Exploring the usefulness of a conceptual framework as a research tool: A researcher's reflections”, Issues In Educational Research, Vol. 14.
TAYLOR, A., NEU, D. and PETERS, F. (2002) “Technocratic Control and Financial Governance”, Educational Management and Administration 30:4 SAGE Publications (London, Thousand Oaks and New Delhi).
Research Methods in Education – Handbook (2003) Open University of London
