Teaching educational leadership and administration in Australia

Despite the ubiquity of programmes in educational administration and leadership little is known about the resources used to teach them. This article reviews the sources currently employed in such programmes in Australia by examining the textbooks, book chapters and journal articles specified for 53 separate units (papers) offered at 15 of the key institutions that responded to requests for copies of their reading lists. Surprisingly, few of the units prescribed textbooks (35), relying instead on book chapters (243) and journal articles (362). While there was a very eclectic spread of sources across institutions, 10 major themes emerged. However, there appeared to be little emphasis on Australian research on educational leadership and little reference to major Australian authors of the previous decades. This may be because the field has become global. The second part of the article therefore examines an audit of the contributions made by Australian authors to the global literature represented by leading journals in the field. The audit shows that during the period 1977-2007 an average of 12-13% of papers in key journals were contributed by Australian authors, perhaps more than might be expected given the comparative size of the Australian community.

States, markets and communities : is there room for educational leadership?

This paper attempts a comparative analysis of classification and framing relationships as they are exemplified in the four papers presented in this Special Issue. In particular, it interrogates Bernstein's assertion that education is simply a relay for power relations external to it and examines approaches to educational leadership and administration that follow from such analysis. It is concluded that in different times and places power relationships external to education are often complex and contested, producing a variety of relays and attempts at classification and framing that serve differing interests and are articulated through policies containing significant internal contradictions. In such circumstances contingency and immediate local influence may affect the practice of educational leadership as well as offering scope for subversion, resistance, simulated consent and collective action. The possibility of a public pedagogy through which such complexities could be articulated is raised and its importance to the practice of educational leadership affirmed.

A cross-cultural study into peer evaluations of women's leadership effectiveness

Purpose: The present paper is based on a cross-cultural exploration of middle managers in two diverse cultures and aims to focus on how the leadership styles of managerial women are perceived and evaluated. In particular, female and male peer evaluations of leadership effectiveness in Malaysia and Australia are to be explored.

Design/methodology/approach: Surveys from 324 middle managers from Malaysia and Australia were quantitatively analysed. The sample for the study was drawn from organisations in four industry types in both countries.

Findings:  Findings suggest that evaluations of female managers' leadership styles in general, and within the respondent's own organisations, were strongly culture specific, especially in Malaysia. The results reflected the strongly held values, attitudes and beliefs of each country. While this is not unexpected, it does highlight a need to be cautious when interpreting Western research results and attempting to transplant those into other cultures. In Malaysia, female managers were not seen as effective in the leadership styles they adopted in their roles when compared to the Australian female managers' evaluations. Such an evaluation may have had little to do with an objective appraisal of the female managers' capability, but rather with a strongly held cultural belief about the appropriate role of women in society, and in organisations in particular.

Research limitations/implications:  It is suggested that national culture manifests itself in the values, attitudes and behaviours of people. Cultural influences are therefore likely to impact on the way women and men behave in the workplace, particularly when roles of authority and power are evident, and the way in which that behaviour will be evaluated by others. Further research using different samples in different cultures are recommended. In addition, the influence of ethnicity, race or religion in plural countries such as Malaysia and Australia is also worthy of investigation.

Practical implications:  This research suggests that values and attitudes are strongly culture-specific and therefore have the ability to influence evaluations at an organisational level. Such an awareness of cultural influences should guide appropriate human resource practices, particularly within a globalized environment.

Originality/value:  The inclusion of a gender comparison in the data analysis in this paper is a significant attempt to add to the extant knowledge of the cross-cultural research. This is a unique contribution because of the omission of a gender perspective in the previous two seminal studies in culture literature (i.e. Hofstede and House et al.). In addition, the findings suggest that culture-specific influences are important determinants that impose expectations on the role of women differently from men in society and within organisations hence, making the gender comparison of the findings more significant.

The associations between attachment style and leadership behaviours

Research has suggested that effective leadership, specifically the use of transformational and transactional leadership behaviours is heavily embedded in a leader’s interpersonal abilities. However, few studies have investigated the interpersonal factors that drive the appropriate use of transformational and transactional leadership behaviour in leader-follower settings. Attachment theory provides an appropriate framework in which to understand the epigenesis of leadership behaviours and the impact of these behaviours on followers. In this preliminary study, 31 manager-non manager dyads recruited from a Victorian education institution and a national telecommunications company (managers – Mean age = 48.32 years, SD = 7.59; non-managers –Mean age = 44.44 years, SD = 9.56) took part in an online questionnaire. As part of the online questionnaire, participants completed self-report measures of attachment, leadership behaviour and employee outcomes. Analyses revealed that managers’ attachment style made a significant contribution to their use of transformational and transactional leadership, which in turn, was associated with follower’s satisfaction and effectiveness ratings of their managers. Correlations between leader and follower ratings revealed that managers and non-managers held distinct perceptions of leadership performance. These findings are discussed within the context of attachment theory and the personal relationships literature.

Whose risk? 'Managing' risk in school leadership

This article discusses the rise in prominence of 'risk' in schools and the processes and procedures it has triggered in its wake. The discussion commences with formal definitions of 'risk' and how risk is mandated and 'managed' in schools. Alternative views are canvassed and hegemonic emphases in risk policy and practice are critiqued. Taking a socio-cultural approach, the article explores risk from the perspective of school leaders, raising topics elided in risk discourses. The article takes the view that current conceptions of 'risk' have created greater complexity and further risks for the school leaders who 'manage' it. The article investigates school leaders 'and risk' - how risks emerge in the course of everyday school leadership work; school leaders 'at risk' - interrogating the personal and professional risk borne by school leaders through risk policies; and leaders 'as risk' - broaching the rarely raised topic of 'bad' leadership in schools, with its deleterious effects on individuals and whole school communities. These aspects of risk are not found in current literature on risk in educational leadership. The article then goes further to raise the 'undiscussable' topic of risky central leadership practices which render school leaders at even more risk. The article concludes with discussion of risks that school leaders cannot afford not to take in dealing with risk, particularly with regard to collective action to address mandated policy procedures which are detrimental to the foundational issues of teaching, learning, professional agency and community perceptions.

Reducing seclusion in acute psychiatric inpatient settings : a need for strong leadership

Seclusion is of limited therapeutic value and can be a harmful and traumatic experience for consumers of mental health services. Many psychiatric facilities have made substantial efforts to eliminate seclusion or reduce this practice to negligible levels.

The aim is to review the research on seclusion-reduction initiatives in psychiatric facilities. We reviewed the peer-reviewed, English-language literature on seclusion reduction initiatives. We sourced 16 papers that focused on seclusion reduction initiatives and in which pre- and postseclusion data were reported. Opinion-based papers and research that focused solely on pharmaceutical methods to reduce seclusion were excluded from our review. Successful seclusion reduction initiatives typically involved senior management implementing multiple changes within the facilities. Although commonalities exist with regard to the interventions used in these facilities to reduce seclusion (e.g., treatment plan improvement, monitoring seclusion episodes, changing the therapeutic environment), the ways in which these initiatives were combined tended to be unique to each organisation. State-level organisations sometimes provided the impetus for such changes to be made. There is strong evidence that changes made to psychiatric facilities were effective in reducing or eliminating seclusion. Seclusion reduction in psychiatric facilities requires strong leadership from senior management. Sometimes leadership from state-level organisations accelerates a seclusion reduction agenda.

Reducing seclusion in acute psychiatric inpatient settings : a need for strong leadership

Background: Seclusion is of limited therapeutic value and can be a harmful and traumatic experience for psychiatric consumers. Many psychiatric facilities have made substantial efforts to eliminate seclusion or reduce this practice to negligible levels.
Aims: To review the research on seclusion-reduction initiatives in psychiatric facilities.
Methods: We reviewed the peer-reviewed, English-language literature on seclusion reduction initiatives. We sourced 16 papers that focused on seclusion reduction initiatives and in which pre- and post-seclusion data were reported. Opinion-based papers and research that focused solely on pharmaceutical methods to reduce seclusion were excluded from our review.
Results: Successful seclusion reduction initiatives typically involved senior management implementing multiple changes within the facilities. Although commonalities exist with regard to the interventions used in these facilities to reduce seclusion (e.g., treatment plan improvement, monitoring seclusion episodes, changing the therapeutic environment), the ways in which these initiatives were combined tended to be unique to each organisation. State-level organisations sometimes provided the impetus for such changes to be made. There is strong evidence that changes made to psychiatric facilities were effective in reducing or eliminating seclusion.
Conclusion: Seclusion reduction in psychiatric facilities requires strong leadership from senior management. Sometimes leadership from state-level organisations accelerates a seclusion reduction agenda.

Reducing seclusion in acute psychiatric inpatient settings : a need for strong leadership

Background: Seclusion is of limited therapeutic value and can be a harmful and traumatic experience for psychiatric consumers. Many psychiatric facilities have made substantial efforts to eliminate seclusion or reduce this practice to negligible levels.

Aims: To review the research on seclusion-reduction initiatives in psychiatric facilities.

Methods: We reviewed the peer-reviewed, English-language literature on seclusion reduction initiatives. We sourced 16 papers that focused on seclusion reduction initiatives and in which pre- and post-seclusion data were reported. Opinion-based papers and research that focused solely on pharmaceutical methods to reduce seclusion were excluded from our review.

Results: Successful seclusion reduction initiatives typically involved senior management implementing multiple changes within the facilities. Although commonalities exist with regard to the interventions used in these facilities to reduce seclusion (e.g., treatment plan improvement, monitoring seclusion episodes, changing the therapeutic environment), the ways in which these initiatives were combined tended to be unique to each organisation. State-level organisations sometimes provided the impetus for such changes to be made. There is strong evidence that changes made to psychiatric facilities were effective in reducing or eliminating seclusion.

Conclusion: Seclusion reduction in psychiatric facilities requires strong leadership from senior management. Sometimes leadership from state-level organisations accelerates a seclusion reduction agenda.

Leadership and learning across small rural schools

Educational leadership in Australia has undergone dramatic change over the past two decades, becoming increasingly complex as globalisation has profoundly affected and influenced schools and schooling.

Capacity building for the principalship : will leadership development solve the problem of principal disengagement?

This paper canvasses current proposals by Australian education departments for capacity building, school renewal, situated learning, resilience and ‘wellness’ in the Principalship, and the reflections and responses of current Principals.