Relevant bibliographies by topics / Catholic school leadership

Academic literature on the topic 'Catholic school leadership'

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Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Catholic school leadership"

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Sirisookslip, Saowanee, Wallapha Ariratana, and Tang keow Ngang. "The Effect of Administrators’ Servant Leadership on the Excellence of Catholic School." Contemporary Educational Researches Journal 7, no. 1 (July 24, 2017): 11–19. http://dx.doi.org/10.18844/cerj.v7i1.487.

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AbstractThe research was aimed to study the effect of school administrators’ servant leadership on the excellence of Catholic Schools under Nakhon Rarchasima Diocese. A total of 326 respondents consisting 61 school administrators and 265 teachers were involved in this study. A quantitative survey design using questionnaire as an instrument was utilized in this study. Descriptive and inferential statistics were used to analyze the data. Descriptive statistic used in this study were frequency, percentage, mean score and standard deviation whereas inferential statistic used were Pearson correlation coefficient and Stepwise multiple regression analysis. The findings of the study revealed that both the independent and dependent variables were at high level. In short, school administrators were not only highly implemented servant leadership and its components but also the level of excellence was at high level. The excellence level of Catholic schools was significantly affected by three components of school administrators’ servant leadership at significant level of 0.05. The significant predictors of the school excellence level were community establishment, trust, love, and having vision components of servant leadership. The coefficient relative rate of multiple regression analysis was 0.651 and coefficient prediction was 41.60 percent. Finally, this paper also provided recommendation and suggestions for future research. Keywords: Servant leadership; school administrators; school excellence; Catholic schools
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Neidhart, Helga, and Janeen T. Lamb Lamb. "Australian Catholic Schools Today: School Identity and Leadership Formation." Journal of Catholic Education 19, no. 3 (May 17, 2016): 49–65. http://dx.doi.org/10.15365/joce.1903042016.

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Bual, Joel, and Dennis Madrigal. "The Quality of Catholic Education in a Diocesan School Relative to the Philippine Catholic School Standards." Philippine Social Science Journal 1, no. 1 (December 31, 2018): 41–53. http://dx.doi.org/10.52006/main.v1i1.11.

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Evangelization is the primary purpose of Catholic education. However,due to the depreciation of moral values brought about by secularismand globalization, the identity and mission of Catholic schools arecompromised. Thus, this paper primarily intended to assess the levelof quality of Catholic education in a Diocesan School in accordance tothe five domains of the Philippine Catholic Schools Standards (PCSS). Aquantitative study was used through a standardized survey questionnaireto gather data from 337 respondents―administrators, teachers,non-teaching personnel, students, and parents of the school. Usingdescriptive and inferential data analyses, the results revealed that theDiocesan school adheres to the quality standards for Catholic educationbut needs to continuously improve to meet the highest possiblestandards. Of the five (5) domains, learning environment was rated highby respondents while leadership and governance ranked low. Moreover,the study showed that parents have significantly higher assessmentcompared to other respondents in terms of assessing the quality Catholiceducation of the institute. The findings further affirmed the importantrole that administrators play in the effective management of school toachieve quality Catholic education and to ensure operational vitality inresponding to its evangelical mission. Hence, the active involvement ofthe members of the school community to this effect.
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Boyle, Michael J., Alicia Haller, and Erika Hunt. "The Leadership Challenge: Preparing and Developing Catholic School Principals." Journal of Catholic Education 19, no. 3 (May 17, 2016): 293–316. http://dx.doi.org/10.15365/joce.1903152016.

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Robertson, Deborah. "The servant: leadership role of Catholic high school principals." Journal of Educational Administration and History 46, no. 1 (January 2, 2014): 110–11. http://dx.doi.org/10.1080/00220620.2013.857446.

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Sabatino, Anthony. "The Virtual Classroom and Catholic School Leadership Preparation: The LMU Certificate in Catholic School Administration (CCSA) Program." Journal of Catholic Education 19, no. 3 (May 17, 2016): 317–31. http://dx.doi.org/10.15365/joce.1903162016.

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Magallanes, Vivian M., and Dexter Paul D. Dioso. "Leadership Style Practices of Principals and Organizational Commitment Profile of Employees of Dioceasan Catholic Schools." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 39–40. http://dx.doi.org/10.52006/main.v3i2.156.

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The principals play a vital role in the success of the schools. The leadership style practices of the principals can have a wedge on the commitment of employees. Keeping committed teachers is a challenge faced by educational leaders. Hence, the paper describes the extent of leadership style practices and employees' organizational commitment profile in Antique Diocesan Catholic Schools (ADCS) during the school year 2019-2020. Likewise, it explores the significant difference in principals' leadership style practices as perceived by the employees when grouped according to demographics. Also, it determines the relationship that exists in the extent of leadership style practices and organizational commitment profile of employees.
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Morris, Andrew. "Charismatic Leadership and its After-Effects in a Catholic School." Educational Management & Administration 28, no. 4 (October 2000): 405–18. http://dx.doi.org/10.1177/0263211x000284004.

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Sultmann, William F., and Raymond Brown. "Leadership and identity in the Catholic school: an Australian perspective." International Studies in Catholic Education 8, no. 1 (January 2, 2016): 73–89. http://dx.doi.org/10.1080/19422539.2016.1140419.

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Branson, Christopher, Maureen Marra, and Michael Buchanan. "Re-constructing Catholic school leadership: integrating mission, identity and practice." International Studies in Catholic Education 11, no. 2 (July 3, 2019): 219–32. http://dx.doi.org/10.1080/19422539.2019.1641053.

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Dissertations / Theses on the topic "Catholic school leadership"

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Meyer, Kathleen A. "Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/558.

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Catholic schools are important institutions in the United States educational system. They demand discipline, high academic standards, and religious moral values rooted in Catholic beliefs which are designed to have an impact throughout life (Ciriello, 1998). A critical component in determining school quality lies with the principals' leadership (Sergiovanni, 1997). Principals are critical to successful K-12 schools and must exercise considerable responsibility for establishing collegial learning cultures among the instructional team and stakeholders, including parents, community members, and students. The principal can no longer accomplish such a momentous task alone. Success of today's Catholic relies on the competent and committed performance of many people acting together with common goals. Catholic schools do not mirror those of twenty years ago (Cummings, 2003). Within the past five years, principals in Catholic schools have increasing job responsibilities and expectations. With the implementation of the Los Angeles Archdiocesan Strategic Plan in 2003, Catholic school principals in the Archdiocese must fulfill their primary function as instructional leader, and the additional roles outlined by the plan. Declining enrollment, lack of funds, and a perceived lack of quality, has forced principals to market their school to increase enrollment and solicit substantial funds for the school to remain viable. New roles create a problem for principals lacking training or knowledge in specialized areas. Based on a review of available literature, including (a) distributive leadership, (b) collaborative leadership, (c) shared leadership, and (d) school boards, this study investigated principal perceptions of collaboration and implementation of consultative school boards. This study employed a mixed method research design including a survey, interviews, and a document review of the Los Angeles Archdiocesan Strategic Plan to answer research questions. This study found a leader who needs collaborative leadership skills to lead a quality school involving all stakeholders to assist the school in remaining viable. Principals confirmed a need for greater participation by all stakeholders and assistance in forming consultative school boards. Information gathered contributes to the limited literature on Catholic school leadership, specifically a principals' role in implementing collaborative leadership in Catholic elementary schools through consultative school boards.
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Barisano, Erin C. O. "Forming and Supporting Lay Catholic Elementary School Principals as Spiritual Leaders." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10271110.

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The role of a Catholic school principal is complex and includes promoting Catholic faith and spirituality throughout the school community. The additional job requirements of spiritual leadership are intentional formation for prospective and novice principals and efforts to sustain spirituality for experienced principals. This qualitative study explored the perceptions held by experienced lay elementary principals of their role as spiritual leader as well as how prepared they felt to serve in this role. Additionally, the study explored suggestions for sustaining principals in their role as spiritual leader. Participants were six lay Catholic elementary principals working in the Archdiocese of Los Angeles. Data were collected in the form of written reflections, interviews, and a focus group. There were three rounds of written reflections and interviews. A focus group was conducted after the three rounds of data collection. Initial analysis was conducted by identifying emerging themes for each research question. The Four Pillars of Jesuit Leadership Framework was used to discuss the findings. Findings indicated the need for formation and training programs for lay Catholic elementary school principals specifically focused on their role as spiritual leader. Additionally, principals need more supports and opportunities to renew themselves to continue serving as spiritual leaders. These findings support the need for the archdiocese to take responsibility for training and forming lay principals as this responsibility is beyond the scope of the Department of Catholic Schools.

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Hawley, Irene Ann. "Perceptions of Catholic identity and the role of leadership in a parish elementary school: A case study." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104366.

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Thesis advisor: LAURI JOHNSON
This qualitative case study explored stakeholders' perceptions of Catholic identity in one suburban parish school in Massachusetts. Over a three-month period, data was collected from semi-structured interviews with the pastor, principal and five teachers, an online parent survey, document analysis, and observations of school events. Five major themes emerged from the data about Catholic identity: the role of service, the connection between the parish and the school community, the role of prayer and spiritual formation, the focus on academic excellence and its tension with inclusivity, and the principal-pastor relationship. All participants also voiced concerns about how the school's Catholic identity would be affected by the transfer of the pastor and the formation of a new parish collaborative. While the responses of participants reflected many of the characteristics of Catholic identity identified in the literature, service to others and the spiritual leadership of the principal were most closely identified with a strong Catholic identity. The presence of the pastor was also linked to Catholic identity, although participants desired more involvement of the pastor in the school. Finally, no one associated this Catholic school with the evangelizing arm of the Church. Recommendations for further research include the effect of the parish collaboratives on parish schools, the role of the Catholic school in the "New Evangelization," and the role of special education and service in Catholic identity
Thesis (EdD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Gomez, Shannon M. "Catholic Elementary School Leadership: What Does the Future Hold?" Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/552.

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Catholic schools are an important element of the educational environment in the United States and are often the subject of effectiveness studies. However, Catholic school leadership, for the most part, is left out of the research loop (Schuster, 2000). While the learner affects schooling outcomes, the leadership of the school principal is the critical component in determining school quality (Sergiovanni, 1997). Today's Catholic schools differ greatly from Catholic schools prior to Vatican II. School leaders are faced with greater responsibilities than their predecessors. For example, within the Los Angeles Archdiocese, Catholic school principals are challenged to strategize different ways to market their schools, increase their enrollment, and raise funds for schools to remain viable. Based on a literature review on Catholic school leadership, including (a) the history of Catholic schools in the United States, (b) Catholic school governance, (c) Catholic school leadership, (d) strategic planning, and (e) the changing role of the school principal in the future of Catholic education, the following three research questions serve as the premise of the study: . What do Catholic elementary school principals identify as skills needed to lead Catholic schools in the 21st century? . What are Catholic elementary school principals' perceptions of how their role is changing? . How do Catholic elementary school principals identify their role and the current struggles of implementing a centralized strategic plan in a large Catholic diocese? This study employs a mixed-methods research design including a document review of the Los Angeles Archdiocese Strategic Plan and a survey containing multiple choice, Likert-scale type questions, and open-ended qualitative items. This research study is conducted to identify Catholic school elementary principals' role in implementing the current Strategic Plan for the Los Angeles Archdiocese and struggles principals encounter in implementing the Strategic Plan at their school site. Further, this research investigates how the Catholic school principalship is changing and the necessary skills that Catholic elementary school principals need to practice for leading these schools in the 21st century. Recommendations are discussed for Catholic elementary school principal training needed to lead future Catholic schools. Catholic schools are an important element of the educational environment in the United States and are often the subject of effectiveness studies. However, Catholic school leadership, for the most part, is left out of the research loop (Schuster, 2000). While the learner affects schooling outcomes, the leadership of the school principal is the critical component in determining school quality (Sergiovanni, 1997). Today's Catholic schools differ greatly from Catholic schools prior to Vatican II. School leaders are faced with greater responsibilities than their predecessors. For example, within the Los Angeles Archdiocese, Catholic school principals are challenged to strategize different ways to market their schools, increase their enrollment, and raise funds for schools to remain viable. Based on a literature review on Catholic school leadership, including (a) the history of Catholic schools in the United States, (b) Catholic school governance, (c) Catholic school leadership, (d) strategic planning, and (e) the changing role of the school principal in the future of Catholic education, the following three research questions serve as the premise of the study: . What do Catholic elementary school principals identify as skills needed to lead Catholic schools in the 21st century? . What are Catholic elementary school principals' perceptions of how their role is changing? . How do Catholic elementary school principals identify their role and the current struggles of implementing a centralized strategic plan in a large Catholic diocese? This study employs a mixed-methods research design including a document review of the Los Angeles Archdiocese Strategic Plan and a survey containing multiple choice, Likert-scale type questions, and open-ended qualitative items. This research study is conducted to identify Catholic school elementary principals' role in implementing the current Strategic Plan for the Los Angeles Archdiocese and struggles principals encounter in implementing the Strategic Plan at their school site. Further, this research investigates how the Catholic school principalship is changing and the necessary skills that Catholic elementary school principals need to practice for leading these schools in the 21st century. Recommendations are discussed for Catholic elementary school principal training needed to lead future Catholic schools. Catholic schools are an important element of the educational environment in the United States and are often the subject of effectiveness studies. However, Catholic school leadership, for the most part, is left out of the research loop (Schuster, 2000). While the learner affects schooling outcomes, the leadership of the school principal is the critical component in determining school quality (Sergiovanni, 1997). Today's Catholic schools differ greatly from Catholic schools prior to Vatican II. School leaders are faced with greater responsibilities than their predecessors. For example, within the Los Angeles Archdiocese, Catholic school principals are challenged to strategize different ways to market their schools, increase their enrollment, and raise funds for schools to remain viable. Based on a literature review on Catholic school leadership, including (a) the history of Catholic schools in the United States, (b) Catholic school governance, (c) Catholic school leadership, (d) strategic planning, and (e) the changing role of the school principal in the future of Catholic education, the following three research questions serve as the premise of the study: . What do Catholic elementary school principals identify as skills needed to lead Catholic schools in the 21st century? . What are Catholic elementary school principals' perceptions of how their role is changing? . How do Catholic elementary school principals identify their role and the current struggles of implementing a centralized strategic plan in a large Catholic diocese? This study employs a mixed-methods research design including a document review of the Los Angeles Archdiocese Strategic Plan and a survey containing multiple choice, Likert-scale type questions, and open-ended qualitative items. This research study is conducted to identify Catholic school elementary principals' role in implementing the current Strategic Plan for the Los Angeles Archdiocese and struggles principals encounter in implementing the Strategic Plan at their school site. Further, this research investigates how the Catholic school principalship is changing and the necessary skills that Catholic elementary school principals need to practice for leading these schools in the 21st century. Recommendations are discussed for Catholic elementary school principal training needed to lead future Catholic schools.
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Itaman, Theophilus Idebaneria. "School Leadership in a High Performing Rural Catholic School in Nigeria." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4294.

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Researchers have observed that effective leaders are essential to achieving and sustaining high student achievement in disadvantaged poor rural areas. Poor leadership may negatively influence the academic performance of students. The poor performance of students in disadvantaged rural areas has been a continuous concern for Catholic educators in Nigeria. The purpose of this study was to gain an understanding of the leadership practices that a rural Catholic school principal implemented to improve the academic standards in a disadvantaged environment in Nigeria. This qualitative case study sought to explore the practices of a principal in a Catholic school in the Diocese of Auchi that have improved student performance significantly in a disadvantaged rural area. Leithwood and Riehl's core leadership practices framework served as a conceptual basis for understanding the leadership practices of an effective school principal. The collection of data was through semistructured interviews with 12 participants (principal, 6 teachers, and 5 parents), a focus group with 5 teachers, field notes from direct observations, and documents from the school. Data analysis was thematic and flexible as guided by an interpretative framework. The findings suggest that Catholic school principals in disadvantaged areas need to set direction, have professional development for teachers, focus on the teaching and learning, and create an enabling climate with a positive culture, building Catholic character, good relationships, and stakeholders' collaboration. This study may contribute to positive social change in building best leadership practices in helping students learn in the midst of poverty, sustaining and improving student academic achievement.
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McCann, Paul, and res cand@acu edu au. "Principals’ Understandings of Aspects of the Law Impacting on the Administration of Catholic Schools: some implications for leadership." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp129.17052007.

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This study explored the interface between the leadership of Catholic schools and the legal framework of the social/cultural context of Australian Society. Specifically, the study investigated the legal issues impacting on Catholic schools, principals’ understandings of these legal issues and the sources used in gaining these understandings. The congruency between these understandings and the current interpretations of areas of the law were also examined, along with the influence legal issues have on principals; in particular, their perceptions of how these legal issues relate to carrying out their leadership roles aligned with the characteristics and ethos of the Catholic school. In this overall context, the influence of a number of variables such as school complexity, location, and primary and secondary school environments was also examined. The study commenced with an examination of the development of Catholic schools within the Australian social/cultural context, an exploration of leadership as it relates to Catholic schools and a survey of the literature indicating the scope and nature of the legal matters impacting on schools within the Australian legal framework. To gather data relevant to the purposes of the study, a Survey Questionnaire was constructed and distributed to principals of all systemic Catholic schools administered by the Brisbane Catholic Education Centre. The quantitative and qualitative data provided via this instrument was supplemented and corroborated by information gathered through discussions, observations, and reference to documentation and records. The findings of the study confirmed that Catholic schools were involved with a wide range of legal issues, involvement being more pronounced in some areas than others, and like all legal issues within the Australian social/cultural context, those impacting on schools were subject to regular renewal and development. In relation to the latter, participants identified emerging areas of the law which were starting to have an impact on their schools. Principals’ overall understandings of current interpretations of legal issues were not of a high standard. However, some understandings, particularly relating to statue law were more accurate than understandings of common law issues. Principals used a wide range of sources to gain legal understandings, and interactions with fellow principals and personnel within the Brisbane Catholic Education System who supported and supervised principals, featured prominently. However, access for principals to designated legal practitioners for advice on legal matters was a need revealed. Involvement of principals in formal and less formal professional learning experiences relating to legal matters was limited, and participation did not have a significant influence on developing more accurate understandings of legal issues. Nevertheless, the need for continued personal and professional learning with regard to legal issues was highlighted by this study, especially considering the continued renewal and development of the law, and the stress created by the lack of legal understandings. The findings indicated legal matters were having a large impact on Catholic schools; 90% of participants experienced stress associated with legal matters, and 70% saw this as an increasing phenomena. While a number of variables inter-relate to form a cumulative effect contributing to stress, participants ranked the most prominent source of stress as lack of legal knowledge. The impact of legal matters was not confined to addressing legal matters per se, but a constant threat of legalism overshadowing principals in their leadership roles. Overall, there was a high compatibility between the ethos of the Catholic school and the resolutions reached, and the process used in coming to a resolution of legal matters. However, participants were more confident in their perceptions of a high compatibility with the resolutions reached than with the processes used.No one variable examined, had an overall significant influence on the understandings, involvement and impact of legal issues on the leadership of Catholic schools. However, a number of significant relationships were identified with particular aspects of the study. Surprisingly, the study did not reveal a significant relationship between the length of time spent as a principal in a Catholic school and the accuracy of understandings of legal issues impacting on schools. It was suggested that the development of principals’ understandings of legal issues could be closely related to the continued personal and professional learning and growth of leaders within Catholic schools, particularly within School Leadership Teams. Suggestions to support this growth and learning were offered as part of the overall development of leadership within Catholic schools.
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King, Chyrise S. "School Leader Emotional Intelligence and the Impact on School Climate in K-12 Catholic Schools." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745330.

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This study examined the relationship between school leaders’ self-reported levels of emotional intelligence and teacher perceptions of school climate in K–12 Catholic schools in Indiana. This study built upon the findings of a mixed-method study by Juma (2013) that was limited in scope and generalizability, and examined the relationship between a principal’s perceived emotional intelligence and teacher perceptions of school climate. The current study used a quantitative methodological approach and a larger sample size to enhance understanding of the relationship between school leaders’ perceptions of emotional intelligence and teacher perceptions of school climate. The Emotional Intelligence Quotient 2.0 (EQ-i 2.0) and the Organizational Climate Questionnaire (OCQ) were completed by 200 teachers and 30 school leaders in 30 K–12 Catholic schools in Indiana. This study did not find a significant relationship between a school leader’s perceived level of emotional intelligence and teacher’s perceived school climate. Prior research on these variables has been inconclusive. This study adds to the body of research examining the possible connection between a school leader’s emotional intelligence and school climate.

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McEvoy, Francis Joseph, and res cand@acu edu au. "How is Religious Leadership Understood and Practised by Principals in Catholic Secondary Schools in South Australia?" Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp125.25102006.

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This thesis explores the religious dimension of the role of the principal in the Catholic Secondary Schools of South Australia. The study is set in the context of a complex and changing environment. Society is becoming increasingly secular, and religious values are on the wane. The role of the principal has become progressively more encumbered by government regulation and policy and an increased level of accountability for a wide range of school outcomes, many of these outside the core purposes of the school (Fullan, 2003). In Catholic schools, the numbers of the professed religious men and women, traditionally the backbone of those schools, has declined dramatically in the last two decades and lay persons have taken over from members of religious congregations as principals in most Catholic Secondary Schools in South Australia This represents a paradigm shift in leadership in the Catholic schools. It has resulted in an increased focus from within both the Church and the Catholic Education System on the essential Catholic nature of those schools, and the role of the Principal in nurturing and managing this. The study found that principals had a deep sense of the importance of this dimension of their role, but that they felt a real need for more support and formation, especially in the scriptural and theological aspects of leadership. Most felt pressured by the ‘normal’ routine of principalship, and were looking for ways to ‘make time’ for reflection in order to better ground their actions and decisions in the core values of the schools, the System and the Church. As a result of this research, a series of recommendations are offered to Church and System authorities, to principals and to those aspiring to be principals in the Catholic Secondary Schools in South Australia. These relate to professional practice in such areas as defining the nature of the Catholic schools, and recognizing their particular charisms; developing leadership succession strategies and preparation courses for aspiring leaders; exploring alternative approaches to the principal selection process, and developing a mentoring program and professional support networks.
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Knowles, Kristopher. "Catholic School Leaders' Perceptions of Governance Models in Los Angeles Parochial Schools." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635963.

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The purpose of this quantitative study was to provide insight to the perspectives of leaders and individuals in authority within the Archdiocese of Los Angeles system of Catholic parochial schools regarding current models of governance, levels of authority, and decision-making processes. There is a lack of clearly-defined levels of decision-making authority from the bishops to the Archdiocesan Department of Catholic Schools down to the individual schools.

The pastors, principals, and Department of Catholic Schools personnel shared their perspectives of current governance structures and elements of three emerging alternative governance models. Data were analyzed through a factor analysis of the survey items to explore the strength of the three categories of the governance models represented by the three groups of questions. Next, the descriptive statistics of the specific questions relating to each of the three governance models and community voice were compiled. A Cronbach's alpha was calculated for each group of questions to measure internal consistency.

In order to explore relationships between perceptions among the three independent variable groups (pastors, principals, and Department of Catholic Schools personnel), a Chi-square analysis was run for each of the questions on an ordinal scale.

The study showed significant differences in participant responses between the three groups surveyed. However, there was agreement that community voice must be incorporated into governance, but only in a consultative manner. There was also agreement that a strong governing presence at the central office would be beneficial.

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Gould, Rachel Amanda. "Leadership in the primary Catholic school in the West Midlands." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6820/.

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Since the year 2000 there has been a statistically high proportion of head teachers’ leaving the profession. There have been studies conducted to predict when this exodus would conclude, but not the actual reasons for why senior people are leaving. Schools have found replacing head teachers’ increasingly difficult and the inevitable leadership crisis has been well documented by authors, such as Dorman and D’ Arbon (2003) and Harris (2007) alongside many articles in the media. The leadership crisis has been most noticeable within the Catholic Primary School sector. This thesis identifies the leadership crisis from the negativity of the education system with possible supporting solutions, such as the value of acting headship, succession planning and talent spotting. This research journey started with a questionnaire with eighty senior leadership teams within Catholic Primary schools (English West Midlands) and progressed to interviewing fifteen senior leaders, pooled from five head teachers; four deputy heads, three assistant heads and three middle leaders. The research was conducted from September 2011 to June 2014. This study captures the importance of succession planning and expectations on faith school head teachers having many aspects adding to the working week. Accountability and workload issues are adding increasing pressure on a heads’ shoulders which is putting many senior leaders off. The research concluded that any future succession planning should include opportunities for acting headship. The other emerging theme was the impact of OFSTED, especially in relation to the workload levels and the accountability of senior leader.
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Books on the topic "Catholic school leadership"

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Dosen, Anthony J., and Barbara S. Rieckhoff. Catholic school leadership. Charlotte, NC: Information Age Publishing, Inc., 2016.

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Association, National Catholic Educational, ed. Scholarly essays on Catholic school leadership: Research and insights on attaining the mission of Catholic schools. Arlington, VA: National Catholic Educational Association, 2012.

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Metropolitan, Separate School Board (Toronto Ont ). Guidance and Counselling Services. Leadership training: A resource manual for Catholic schools. Toronto: The Board, 1990.

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Schuttloffel, Merylann J. Report on the future of Catholic school leadership: A study commissioned by the National Center for Research in Catholic Education of the chief administrators of Catholic education of the National Catholic Educational Association. Washington, DC: National Catholic Educational Association, 2004.

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Tierney, Michael Stephen. Management and leadership in Catholic primary schools. Wolverhampton: Wolverhampton Polytechnic, 1991.

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Leadership in Catholic education: Hope for the future. Sydney: HarperCollins Publishers, 2002.

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J, Caruso Michael. When the sisters said farewell: The transition of leadership in Catholic elementary schools. Lanham, Md: Rowan & Littlefield Education, 2012.

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When the sisters said farewell: The transition of leadership in Catholic elementary schools. Lanham, Md: Rowan & Littlefield Education, 2012.

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Redeeming administration: 12 spiritual habits for Catholic leaders in parishes, schools, religious communities, and other institutions. Notre Dame, Indiana: Ave Maria Press, 2013.

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1972-, Frabutt James M., and Holter Anthony C. 1977-, eds. Faith, finances, and the future: The Notre Dame study of U.S. pastors. Notre Dame, Ind: Alliance for Catholic Education Press, 2008.

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Book chapters on the topic "Catholic school leadership"

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Punnachet, Kaetkaew, Boonraksa Sritrakul, and Atchara Supavai. "Mentoring for Catholic school leadership." In New Thinking, New Scholarship and New Research in Catholic Education, 215–25. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003171553-21.

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Sullivan, John. "Critical Fidelity and Catholic School Leadership." In International Handbook of Learning, Teaching and Leading in Faith-Based Schools, 553–66. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8972-1_32.

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Cuddihy, Nicholas. "Leadership Among School Children in a Catholic School: A Courageous Dance of Love." In Researching Catholic Education, 179–89. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7808-8_14.

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Grace, Gerald. "Mission Integrity: Contemporary Challenges for Catholic School Leaders: Beyond the Stereotypes of Catholic Schooling." In Second International Handbook of Educational Leadership and Administration, 427–49. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0375-9_16.

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Buchanan, Michael T. "Leadership Sustainability: Supporting Religious Education Leaders in the School Context." In Global Perspectives on Catholic Religious Education in Schools, 91–101. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20925-8_8.

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Nsiah, Joseph, and Keith Walker. "Our Approach to Studying Servant Leadership with Catholic High School Principals." In The Servant, 29–34. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-058-3_3.

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Nsiah, Joseph, and Keith Walker. "Sources and Substance of Catholic High School Principals’ Notions of Servant-leadership." In The Servant, 37–50. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-058-3_4.

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Schuttloffel, Merylann. "Contemporary Challenges to the Recruitment, Formation, and Retention of Catholic School Leadership in the USA." In International Handbooks of Religion and Education, 85–102. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2_5.

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Watkins, Clare. "Educational Leadership in Catholic Schools: A Practice-Based Theology of Vocation." In Researching Catholic Education, 155–68. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7808-8_12.

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"Kaizeningl into the Future Distance Education." In Catholic School Leadership, 189–203. Routledge, 2005. http://dx.doi.org/10.4324/9780203980156-19.

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Conference papers on the topic "Catholic school leadership"

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Waruwu, Marinus. "The Implementation of Servant Leadership in Improving Teachers’ Performance at Elementary School (Study Case at Catholic Elementary Schools in Bandung)." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.53.

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You might also be interested in the extended bibliographies on the topic 'Catholic school leadership' for particular source types:
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