International Journal of Education Policy and Leadership https://ijepl.journals.publicknowledgeproject.org/index.php/ijepl <p>IJEPL is a refereed electronic journal dedicated to enriching the education policy, leadership, and research use knowledge bases, and promoting exploration and analysis of policy alternatives.</p> en-US <p>Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use after initial publication under the Creative Commons <a href="http://creativecommons.org/licenses/by-nc-sa/4.0/">Attribution-Noncommercial-Share Alike 4.0 Unported License</a>. </p><p><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License" /></a></p><p>This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p> dlaitsch@sfu.ca (Dan Laitsch) dlaitsch@sfu.ca (Dan Laitsch) Fri, 04 Oct 2024 11:01:46 -0700 OJS 3.3.0.8 http://blogs.law.harvard.edu/tech/rss 60 Examining Career Paths of Women in Educational Leadership: The Impact of Age, Gender, Maternity and Parental Leaves https://ijepl.journals.publicknowledgeproject.org/index.php/ijepl/article/view/1383 <p>This study delves into the complex dynamics of leadership within Alberta’s K-12 education system, specifically focusing on the relationship between age, gender, maternity and parental leaves and women’s career progression. Using an explanatory mixed-method approach, comprising a survey of 416 educational leaders and two focus groups of 20 women in leadership roles, this research uncovers age and gender disparities in career advancement in the education system, highlighting that women often enter some leadership roles at an older age than men. Recommendations from this inquiry include a reevaluation of maternity/parental/family leave policies in schools, aligning them with principles of equitable career progression and a call for robust equity, diversity, and inclusion (EDI) policies and training at all levels of leadership and in the recruitment process.</p> Komla Essiomle, Leticia Nadler, Samira ElAtia Copyright (c) 2024 Komla Essiomle, Leticia Nadler, Samira ElAtia https://creativecommons.org/licenses/by-nc-sa/4.0 https://ijepl.journals.publicknowledgeproject.org/index.php/ijepl/article/view/1383 Thu, 21 Nov 2024 00:00:00 -0800 Experiencing Leadership https://ijepl.journals.publicknowledgeproject.org/index.php/ijepl/article/view/1381 <div> <p class="1ParaFlushLeft">The purpose of this qualitative interpretive study was to identify aspects of leadership theory prevailing in the practice of educational leaders by analyzing how 22 participants experienced leadership. The study was framed using a conceptual framework grounded in a select body of theoretical and empirical leadership literature. Data were collected via interviews and were analyzed to identify themes within and across interviews. This study showed that leadership was perceived as a complex phenomenon and as responsibility rather than authority. In education, leadership occurred formally and informally, was highly contextual, and focused on students, teachers, and community. There were several interrelated processes that emerged in practice and impacted leadership and work environments: relationships, culture, decision-making, change, and risks. This study has value for leadership scholars, educators, and practitioners as it provides new insights on how educational leadership practices impact people and organizations.</p> </div> Cristina Eftenaru Copyright (c) 2024 Cristina Eftenaru https://creativecommons.org/licenses/by-nc-sa/4.0 https://ijepl.journals.publicknowledgeproject.org/index.php/ijepl/article/view/1381 Thu, 12 Dec 2024 00:00:00 -0800 Teacher Induction Policy Development and Implementation: A Case of Ontario’s New Teacher Induction Program (NTIP) https://ijepl.journals.publicknowledgeproject.org/index.php/ijepl/article/view/1337 <p>Attrition and turnover among early career teachers (ECTs) have garnered the attention of policymakers and educational leaders across Canada. However, due to provincial/territorial responsibility for education in Canada, teacher induction efforts to keep novice teachers in the profession depend on school system structures and policies specific to given jurisdictions. This article describes an in-depth policy analysis of the development and implementation of Ontario’s New Teacher Induction Program (NTIP). Using a policy document analysis methodology, the review of the induction policy mandates, program evaluations, and empirical studies highlights the NTIP’s organization and scope, the stakeholders’ roles, duties, and responsibilities, the programmatic impacts, and the challenges associated with its implementation. The article concludes with implications for policy development and implementation as well as for the practice of supporting ECTs.</p> Benjamin Kutsyuruba, Lorraine Godden, Keith Walker Copyright (c) 2024 Benjamin Kutsyuruba, Lorraine Godden, Keith Walker https://creativecommons.org/licenses/by-nc-sa/4.0 https://ijepl.journals.publicknowledgeproject.org/index.php/ijepl/article/view/1337 Fri, 04 Oct 2024 00:00:00 -0700 Participating—or Being Part of an Organizational Change: Narratives of Participation Related to School Closures to Reduce School Segregation https://ijepl.journals.publicknowledgeproject.org/index.php/ijepl/article/view/1459 <p>The mission of all primary schools includes offering all pupils educational quality and equality. Municipalities struggle with the negative consequences of school segregation, and some local councils decide to implement extensive changes in their school organization to offer all pupils equal opportunities. This study analyzes the experiences of staff and students when a local council implemented organizational changes to reduce the negative consequences of school segregation. A narrative analysis of documentation from the education authority and interviews with pupils and school staff were used to understand the perspectives of staff and pupils. There was strong support from the staff for implementing the changes but also strong criticism of how these changes were carried out. One conclusion is that municipalities implementing similar changes need to plan for the whole process and the participation of pupils and school staff in a systematic way.</p> Karin K. Flensner, Ylva Svensson Copyright (c) 2024 Karin K. Flensner, Ylva Svensson https://creativecommons.org/licenses/by-nc-sa/4.0 https://ijepl.journals.publicknowledgeproject.org/index.php/ijepl/article/view/1459 Wed, 30 Oct 2024 00:00:00 -0700