Education Commons^™

Examining The Impact Of Confucian Values On Leadership Preferences, Andrew Schenck, Merissa Waddey

Journal of Organizational & Educational Leadership

Efficacy of a leadership approach may be highly dependent upon cultural factors, making additional research in foreign contexts necessary. A methodology was developed to investigate the relationship between Confucian values and leadership preferences. Responses on the Chinese Values Survey (CVS) were compared to those of the Vannsimpco Leadership Survey (VLS) for both Korean (N = 48) and American (N = 47) university respondents. Correlations for both groups revealed a link between Confucian values and hybrid leadership styles. Among Korean faculty, this link was even more pronounced, yielding significant correlations to autocratic-transformational (r_s [30] = .513, p …

Teachers’ Expectations Of Educational Leaders’ Leadership Approach And Perspectives On The Principalship: Identifying Critical Leadership Paradigms For The 21st Century, Canute Sylvester Thompson Dr.

Journal of Organizational & Educational Leadership

Using an exploratory design, with a sample of 97 teachers, this research sought to ascertain teachers’ perspectives on the behaviours and approaches that educational leaders, particularly their principals, should display. This exploration was done against the backdrop of the attitudes to, and expectations of, leaders that are deemed to be characteristics 21^st century perspectives on leadership.

The research uncovered four main behaviours that teachers expected their principals and other educational leaders to employ in their leadership approaches. These behaviours are: recognition of staff’s commitment, facilitation of participation in decision-making, embrace of teachers’ diverse strengths, and openness to criticism.

The …

Letter From The Editor, Steven Bingham

Journal of Organizational & Educational Leadership

At the end of our second year of publication of Journal of Organizational and Educational Leadership, we find ourselves, as stewards of scholarship, in uncharted waters. The very notion of what is factual, not just ideas behind facts, but empirical reality itself, has become malleable. As if what is real may be actualized upon popular demand, acceptable based solely upon the belief system of one’s tribe, the term “alternative facts” has entered the lexicon.

For scholarly communities and truth-seekers everywhere, the time has never been more important than now to distinguish between fact and opinion, truth and supposition, science …