What might educational leadership mean in 21st century
This publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.
Understanding what educational leadership means remains a challenge for researchers and practitioners despite an extant body of literature focused on this field. This study investigates conceptions of educational leadership among graduates of the Master’s Degree Programme in Educational Leadership (MPEL), University of Jyväskylä (JYU). The aim of this study is to qualitatively illuminate distinct ways the participants conceptualize educational leadership. This study interprets the conceptions of educational leadership based on a framework developed to inform educational leadership scholarship theory and practice (Bush, 2011; English, 2003; Gronn, 1999; Gunter, 2001; Harris & Jones 2016; Heck & Hallinger 2005; Northouse, 2016). This qualitative empirical study uses phenomenography for the methodological framing and data analysis of eleven semi-structured interviews of graduates from MPELProgramme. The analysis illuminates five distinct categories of description that reflect the participants’ conceptions of educational leadership. The participants conceptualize educational leadership as (1) supporting students, (2) coordinating teachers, (3) guiding a group of people, (4) educating young generations, and (5) influencing citizens. This study concludes that educational leadership entails a far broader context than school leadership, and not only limited to school settings. Anyone involved in educational leadership can be perceived as an educational leader. This study closes with a discussion on the importance of understanding conceptual-level variation of educational leadership, which has clear implications in the scholarship focused in this field. ...
educational leadership conceptions johtaminen johtajuus tutkimus koulut oppiminen oppilaitokset opetusala fenomenografia kehittäminen leadership (activity) leadership (properties) research schools (educational institutions) learning educational institutions teaching sector phenomenography development (active)
MetadataShow full item record
- Pro gradu -tutkielmat 
Showing items with similar title or keywords.
Bridging the gap between research and practice : using phenomenographic findings to develop training for career practitioners Kettunen, Jaana; Tynjälä, Päivi (Springer Science and Business Media LLC, 2022)
Tian, Meng (University of Jyväskylä, 2016)The present research employed mixed-methods approach to further theorise distributed leadership and to investigate its manifestations in Finnish and Shanghai schools. The whole research comprised two phases. The first ...
An exploration of teachers’ and leaders’ perceptions of their collaborative working and learning : the case of three general upper secondary schools in Finland Machala, Molly (2021)Educational leadership is an abstract concept that is still often discussed from the perspective that it can be understood, as through roles, practices, or outcomes (Dinh et al., 2014). However, the present study and its ...
The quality and development of the leader-follower relationship and psychological capital : a longitudinal case study in a higher education context Norvapalo, Kare (University of Jyväskylä, 2014)
Häyrynen, Heli; Lämsä, Anna Maija (Inderscience Publishers, 2021)In this case study, leadership development is investigated from the viewpoint of women in a military context. In particular, the effectiveness of a leadership development program in a specific context, namely the Finnish ...