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C.R.A.F.T. conversations for teacher growth : how to build bridges and cultivate expertise
\"This engaging guide explains how administrators can elevate their conversations with teachers to enhance professional relationships, strengthen leadership and teaching, and improve student learning\"-- Provided by publisher.
Book
Effect of Paternalistic Leadership Training: A Randomized Controlled Study
Background:
Many researchers recommend that nurse managers be given paternalistic leadership training. However, no research in the literature shows that paternalistic leadership behavior can be developed through training. To fill this gap, nurse managers received paternalistic leadership training, and their paternalistic leadership behavior levels were examined.
Method:
This was a randomized controlled trial with a pretest-posttest design and a control group. The sample consisted of 206 participants: 101 in the experimental group and 105 in the control group.
Results:
There was a significant increase in the paternalistic leadership perceptions of the nurses in the experimental group (t = −4.209, p < .05) but no change in the paternalistic leadership perceptions of the nurses in the control group (t = 0.458, p > .05).
Conclusion:
Paternalistic leadership training should be provided to nurse managers to develop paternalistic leadership behaviors. [J Contin Educ Nurs. 2025;56(5):201–208.]
Journal Article
Online training to improve evidence-based leadership competencies among nurse leaders in China: a feasibility randomised controlled trial
ObjectiveTo evaluate the feasibility of an online evidence-based leadership training programme for nurse leaders and its potential effectiveness in improving nurse leaders’ evidence-based leadership competencies.DesignThis is a two-arm, parallel, feasibility randomised controlled trial.MethodsWe screened all 160 nurse leaders from two Chinese hospitals. Eligible participants who gave their informed consent were randomly assigned to either an evidence-based leadership training group or a conventional online training group at each site and received a 7-month intervention. Pre-test and post-test assessments gauged feasibility and potential effectiveness. Descriptive and inferential statistics were employed for data analysis.ResultsOf the 160 screened participants, 119 (74%) were assigned to the intervention group (n=59, 50%) or active control group (n=60, 50%). In the intervention group, the number of participant logins in the modules ranged from 21 (36%) to 58 (98%), while in the control group, it ranged from 20 (33%) to 57 (95%). Participants in the intervention group (n=59) completed 42% of the 531 assigned tasks, while the control group (n=60) completed 41% of their 540 assigned tasks. Regarding course task adherence, participants in the intervention group returned 3.8 (SD=3.2) tasks (out of 9 tasks), while the control group returned 3.7 (SD=3.5) tasks (out of 9 tasks). A total of 22 (18%) out of 119 participants dropped out of the study, with 9 (15%) out of 59 from the intervention group and 13 (22%) out of 60 from the control group.ConclusionsWhile the intervention demonstrated a degree of feasibility, measures can still be taken to improve intervention acceptability, course adherence and course task adherence. A full and powered randomised controlled trial is needed to test the intervention’s effectiveness and to ensure the feasibility of the study in clinical settings.Trail registration numberClinicalTrials.gov, numbers NCT05244499.
Journal Article
Determining the Competencies of Educational Administrators in Turkish Education System and These Competency Degrees by Multi-Criteria Decision Making
The main aim of this research is to determine the dimensions, the importance level and the weight of the main competencies of sub-competencies that educational administrators should hold. And to propose a systematic model for assignment of educational administrators is another aim. To reach this aim, literature is reviewed, expert opinion is gotten and eight main competencies and sub-competencies of them are identified. One of the ‘’Multi-Criteria Decision Making’’ methods – ‘’Analytical Hierarchy Process ’’ which allows evaluation of subjective and objective qualities together – is used. Depending on ‘’Analytical Hierarchy Process ’’ method, the competencies are derived by a group of 10 people containing academics and educational administrators who have at least 10 years of field experience. According to the results, main competencies that educational administrators should hold are leadership, administration of educational programs and environment, creating an effective communication and working environment. Bu çalışmanın temel amacı, eğitim yöneticilerinin sahip olması gereken ana ve alt yeterlik alanlarının hangi boyutlardan oluşması gerektiğinin, bu ana ve alt yeterliklerin önem derecelerinin ve ağırlıklarının ne düzeyde olacağının belirlenmesidir. Eğitim yöneticilerinin seçiminde sistematik bir model önermek çalışmanın bir diğer amacıdır. Bu amaçla yapılan alan yazın taraması ve uzman görüşleri sonucunda eğitim yöneticilerinde bulunması gereken sekiz ana yeterlik boyutu ve bu boyutlara ait alt yeterlikler belirlenmiştir. Modelin oluşturulmasında ‘’Çok Kriterli Karar Verme’’ yöntemlerinden olan, objektif ve subjektif nitelikleri bir arada değerlendirmeye imkân veren ‘’Analitik Hiyerarşi Sürecinden’’ faydalanılmıştır. Elde edilen yeterlikler bu alanda çalışan akademisyenler ve en az 10 yıl deneyimi olan eğitim yöneticilerinden oluşan 10 kişilik uzman karar verici grubu tarafından ‘’Analitik Hiyerarşi Süreci’’ yöntemi ile değerlendirilmiştir. Eğitim yöneticilerinin sahip olması gereken başlıca ana yeterlikler liderlik, eğitim-öğretim programları ve ortamının yönetimi, etkili iletişim ve çalışma ortamı oluşturma şeklinde tespit edilmiştir.
Journal Article
Culturally Responsive School Leadership: A Synthesis of the Literature
Culturally responsive school leadership (CRSL) has become important to research on culturally responsive education, reform, and social justice education. This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students. Based on the literature, we frame the discussion around clarifying strands—critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy. We then outline specific CRSL behaviors that center inclusion, equity, advocacy, and social justice in school. Pulling from literature on leadership, social justice, culturally relevant schooling, and students/communities of color, we describe five specific expressions of CRSL found in unique communities. Finally, we reflect on the continued promise and implications of CRSL.
Journal Article
Enhancing Collaborative Communication of Nurse and Physician Leadership in Two Intensive Care Units
Objective: To test an intervention to enhance collaborative communication among nurse and physician leaders (eg, nurse manager, medical director, clinical nurse specialist) in two diverse intensive care units (ICUs). Background: Collaborative communication is associated with positive patient, nurse, and physician outcomes. However, to date, intervention-focused research that seeks to improve collaborative communication is lacking. Methods: A pretest–posttest repeated measures design incorporated baseline data collection, implementation of the intervention over 8 months, and immediate and 6-months-post data collection. Findings: Communication skills of ICU nurse and physician leaders improved significantly. Leaders also reported increased satisfaction with their own communication and leadership skills. In addition, staff nurse and physician perceptions of nursing leadership and problem solving between groups increased. Staff nurses reported lower personal stress (eg, more respect from co-workers, physicians, and managers), even though they perceived significantly more situational stress (eg, less staffing and time). Conclusion: Study findings provide evidence that nurse–physician collaborative communication can be improved.
Journal Article
Program Outcomes and Rural Immersion Track: An Experience
AICTE committee (2018), during the curriculum reviewing process, opined the MBA curriculum should include exposure to social responsiveness, rural innovation projects, and field learning to meet changing requirements of the industry. Further, committee also highlighted that present management education addresses the problems of the corporate sector only. Rural Immersion (RI) Track provides rural exposure to the students with real life leanings. Track is spread across four semesters of the MBA program, and each phase has objectives to be met that are graded. The study attempted to examine the program outcomes (PO’s) attained in the journey. Outcomes are periodically measured through fieldwork, presentations, role play, reports, and viva-voce. The researcher followed content analysis research methods to collect the data. It can be concluded that track attained 100% mapped PO’s required by the MBA graduates and outcomes mentioned by the AICTE committee, such as social responsiveness, leadership, and teamwork. The advantage of RI is in achieving 66% PO’s that were not mapped.
Journal Article
Optimizing Alumni Engagement: A Framework to Develop Mutually Beneficial Alumni Relations
Alumni engagement is a critical component of enabling academic programs to remain connected to an ever-changing health industry and to provide an optimal learning environment for the health industry leaders of tomorrow. We propose an alumni engagement framework designed to help programs
identify many opportunities to engage alumni, thereby developing the types of engagement that provide mutual benefit. The goal is to find opportunities where the program gets the alumni help it needs in areas that are critical to its success, while giving the alumni an opportunity to engage
in personally rewarding and meaningful activities. The result should be stronger relationships between the alumni community and the program, thereby enhancing other forms of alumni engagement such as philanthropy and advocacy. For this article, we discuss alumni engagement within the domain
of graduate-level healthcare management education. However, our framework can extend to different degree levels, other academic domains, and all levels within academic institutions.
Journal Article
Preparing Industry Leaders: The Role of Doctoral Education and Early Career Management Training in the Leadership Trajectories of Women STEM PhDs
While gender diversity in leadership has been shown to benefit organizations and promote innovations, women continue to be underrepresented in leadership positions in the industry sector. With increasing numbers of women pursuing PhDs in science, technology, engineering, and mathematics fields, it is critical to examine how PhD programs contribute to the career paths of PhDs. This study examines the role of doctoral education preparation in communication, management, and technical skills, as well as post-PhD early career management training (ECMT), on PhDs’ attainment of leadership positions in industry. Data come from the National Science Foundation Survey of Doctorate Recipients, National Science Foundation Survey of Earned Doctorates, and National Research Council Rankings of PhD programs. Using regression analyses, results indicate that ECMT is associated with a higher likelihood of attainment of leadership positions. PhD preparation in management skills also contributes to the attainment of leadership positions. Previous literature has shown that structural inequities and workplace bias contribute to limiting women’s progress to leadership positions and that it is critical to address systemic and workplace biases. Research findings suggest that PhD program preparation and increased access to professional development opportunities can help contribute to the enhancement of women’s pathways to leadership roles. Structural changes in doctoral education preparation in management skills and increases in ECMT opportunities offered by employers also have the potential to increase the participation of STEM PhDs in leadership roles in industry.
Journal Article