Exploring the nature of teaching and learning: an explicit examination of the contribution of educative relationships to effective higher education pedagogy and the role of self- study in the development of teacher professional identity

The quality of teaching that occurs within academic institutions has begun to feature more frequently in recent academic discourse. However, the types of educative relationships created with students features less frequently in the discourse. Yet they are an important aspect of the learning process. How academics understand the nature of their teaching and their impact on the learning of their students is an important consideration for those who seek to champion the development of mindful and empowering teaching in higher education. This research sought to explore my lived experiences of teaching and learning in higher education. A self-study action research methodology was chosen in which I sought to examine how students understood the nature of the educative relationships they experienced in higher education. It also explored in depth the nature of the educative relationships that I created with my students and how this impacted on their learning. The research was characterised by deep reflection on my practice as an educator in a university setting. A qualitative approach was employed and data were collected from a variety of sources such as student interviews, student focus groups, student reflective journals, evaluations of my teaching, focus groups with a team of critical peers, and my own research diary. Self-study action research facilitated me to develop my own theory of my practice as a higher education teacher. It illuminated the importance of educative relationships and the role of empowerment in student learning. It also gave me insight into the potential of empowerment as a prevailing ethos in higher education which can be facilitated by encouraging teachers to be more pedagogically reflective. Supervision is an important pedagogical relationship and needs to be reconceptualised in a manner that does justice to its pedagogical dimensions. Universities need to find creative and engaging ways to really listen to the voices of their students and action research is one way in which to do this. Action research has much to offer because it encourages academics to think in scholarly ways about their practice. It is important that we listen to and gain deeper insight into higher education teachers’ conceptualisation of their identity as teachers in order to champion teaching as a scholarly activity. It could significantly aid the development of a more holistic higher education pedagogy that prioritises scholarship of teaching and supervision

Challenging performativity in higher education: promoting a healthier learning culture

The nature and context of education have changed dramatically in recent decades. The increased prioritisation of standardisation, performance indicators and metrics often means that holistic, affective and wellbeing education are seen as less important in the educational endeavour. The value of education for education's sake is under siege. Previous emphasis on the education of the whole person (i.e., moral and creative aesthetic development) is often replaced by a more functionalist perspective of education as servicing economic need and global capitalist interests. Marketization of education has increased at an exponential rate and has had an adverse impact on the health and well‐being of both educators and students. This chapter elucidates how the triad of assessment, student well‐being and academic well‐being intersects in the ever increasing performative and neo‐liberalist cultures of higher education. It demonstrates the reciprocal dynamic of stress that is becoming more and more evident among educators and students. The chapter makes the case for more empowering and human‐centred educative contexts in order to facilitate better educational outcomes for students and healthier outcomes for all involved in the educational endeavour

Distributed Leadership in Irish post-primary schools: policy versus practitioner interpretations

School leaders have faced significant challenges since the beginning of the COVID-19 pandemic. Distributed leadership has become the default leadership response implemented by schools to manage increased pressure. While Irish schools have traditionally operated behind a ‘closed-door’, there has recently been a movement towards a shared model of leadership, and Irish school leadership policy currently endorses the adoption of a distributed leadership model. Increased interest and policy endorsement notwithstanding, distributed leadership remains an elusive concept. The aim of this study was to explore Irish post-primary school personnel’s interpretations of distributed leadership and analyse these interpretations through a teacher empowerment lens with respect to Irish school leadership policy. This study reports the results of a thematic analysis of 363 survey responses provided by post-primary school personnel. Short’s six dimensions of teacher empowerment were utilised to inform a framework for thematically analysing the participants’ interpretations. An initial framework for enacting distributed leadership through an empowerment lens was outlined. Interpretations were found to diverge regarding (i) what is shared, (ii) who it is shared with, and (iii) how it is shared. This paper adds to the corpus of knowledge concerning how distributed leadership is understood in practice and will aid in informing future school leadership policy documents. </p

Challenges to the sustainability of Irish post-primary school leadership: the role of distributed leadership

Purpose – There is currently a shortage of applications for the role of principal. There are a range of factors contributing to this, one of which may be the considerable levels of stress and burnout reported by principals and deputy principals. Distributed leadership may offer some solutions to this challenge. This study aimed to explore the lived experiences of distributed leadership from a role sustainability perspective of school principals and deputy principals. Design/methodology/approach – This paper follows a qualitative interpretivist approach based upon 15 semi-structured interviews with principals and deputy principals working in Irish post-primary schools. Data were analysed via thematic analysis. Findings – Results indicate challenges to the sustainability of the role of senior school leaders comprising administrative overload, policy proliferation and challenges due to the complexity and breadth of the role of these school leaders. It was reported that engagement with distributed leadership could aid the sustainability of participants in their roles and the importance of focusing on well-being practices was also highlighted. Practical implications – Recommendations include the need to reconsider policy proliferation and the need to reconceptualise school leadership. Further consideration regarding how distributed leadership can aid the sustainability of the role of senior school leaders, without adversely contributing to the already busy role of schoolteachers is also recommended. Originality/value – The findings of this study are valuable as they reflect previous findings relating to the current challenges to sustainable school leadership as well as highlight distributed leadership as a potential aid to mitigate against these challenges.</p

Leadership opportunities in the school setting: A scoping study on staff perceptions

The focus of this study was to explore teachers’ and middle school leaders’ perspectives of promotional policies and practices within the schools where they work. As this was an initial scoping study, a qualitative approach was adopted. Fifteen teachers and/or middle school leaders participated in semi-structured interviews. Thematic analysis was employed for data analysis. Themes that emerged from the data included a mix of perceptions, in that promotions were sometimes perceived to be based on appropriate measures of merit such as experience, but at other times were perceived to be unfair or based on cronyism, with female staff perceived to be at a disadvantage. Reasons for seeking out promotion were identified as predominantly being for personal ambition and increased salary. A dark side of promotions also emerged, and this referred to the breakdown of relationships with co-workers following promotions and implications for turnover. Implications for practice, policy, and research are discussed. </p

A national audit of typical secondary school provision of physical education, physical activity and sports in the Republic of Ireland

Evaluating the extent of implementation and variation of typical school provision of physical education, physical activity and sports in the Republic of Ireland is a public health priority. Therefore, a national audit into the different levels of typical school provision of physical education,physical activity and sports was conducted. To date, this has not been evaluated. A cross-sectional,nationally representative sample of 112 secondary schools were included. A school provision of physical education, physical activity and sports evaluation index, validated via a concept mapping methodology, was utilized to measure variation of provision in the context of school personnel, curriculum, facilities and equipment, budget, partnerships, ethos and prioritization. A proposed grade for each indicator of provision was established using an internationally standardized grading system. Overall, physical education was the indicator with the highest national average grade (B−); physical activity was the indicator with the lowest national average grade (D+); while the indicator for sports received a C− grade. An overview of the national averages in terms of provision, paralleled with national and international comparisons and recommendations to support provision, is illuminated for each indicator. Future country comparison and benchmarking on key components of provision is envisaged.</p

The Real Deal: A Qualitative Investigation of Authentic Leadership in Irish Primary School Leaders

Recognition of the importance of authentic leadership is growing in popularity amonlead?ership scholars. However, little remains known about how it is valued or received among practicing school leaders. The purpose of this research was to explore the perspectives and experiences of school leaders with reference to authentic leadership in Irish primary school leaders. As this is a scoping study, a qualitative research design was adopted, using semi-structured interviews with school leaders. Core traits of self-awareness, balanced processing, relational transparency and internalized perspectives, that are associated with authentic leadership emerged as important for those inter-viewed. Barriers and facilitators of authentic leadership were also identified including educational policy, procedures and school culture. </p

The dark side of school culture

The extant literature evidences the link between incivility and workplace culture. Both have a symbiotic relationship whereby a change in one influences the other. When workplace cultures develop dysfunctional values and beliefs, negative traditions, and caustic ways of interacting, they have become “toxic cultures.” This study examined Irish post-primary school teachers’ experiences of incivility and toxic culture in the workplace through in-depth interviews with forty-two participants. Results show that toxic work culture had a negative impact on both the personal and professional lives of the participants. We conclude that antecedents in toxic school culture are linked to epistemological assumptions, group dynamics, and deficiencies in leadership, and we suggest that they act as causes and/or facilitators of workplace bullying

The impact of transformational school leadership on school staff and school culture in primary schools—a systematic review of international literature

The purpose of this review is to examine transformational school leadership, responding to the question: ‘What is the research evidence in the international literature pertaining to the impact of transformational school leadership in primary schools on school staff and school culture?’. This review presents a synthesis of 15 studies performed between 2012 to 2022. The data are presented within a framework constructed from the dimensions and characteristics of transformational school leadership. They show transformational school leadership as a positive leadership style with a close interconnection between positive impact of transformational school leadership for school staff and for an enhanced school culture. An increased motivation in staff and the fostering of more positive school culture were found to be the leading impacts of transformational leadership on school staff and culture in this systematic literature review.</p

Staff Stress and Interpersonal Conflict in Secondary School-Implications for School Leadership

The importance of school leadership and workplace stress is a recurring theme in education-based research. The literature reports that workplace stress in teaching is a difficult matter to resolve, with mixed outcomes from interventions. The aim of this initial scoping study was to report on the experiences of school leaders with interpersonal conflict (IPC), a known cause of this workplace stress. Accordingly, a sample of twelve school leaders working in Irish post primary schools were recruited to participate in this study using semi-structured interviews. All twelve participants reported experiencing workplace stress and linked other people as a source of this stress. Nine out of twelve had experienced IPC as a school leader. School leaders also noted a fear of reporting workplace stress. Half of the participants reported becoming ill from workplace stress and had taken time off from work. Participants also reported ‘balkanisation’ of like-minded cliques that tried to exert control over other groups. None of the participants expressed confidence in organisational strategies to resolve workplace stress or IPC. This study demonstrates that resolutions for IPC were scant. Further research is needed to conceptualise this phenomenon in the school environment and to support school leaders to effectively manage IPC as a cause of workplace stress. </p