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Journal articles on the topic 'Educational leadership'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Wraga, William G. "Making Educational Leadership “Educational”." Journal of School Leadership 14, no. 1 (January 2004): 105–21. http://dx.doi.org/10.1177/105268460401400105.

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2

Sims, Margaret, Manjula Waniganayake, and Dr Fay Hadley. "Educational leadership." Educational Management Administration & Leadership 46, no. 6 (June 15, 2017): 960–79. http://dx.doi.org/10.1177/1741143217714254.

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In the Australian early childhood sector the role of educational leader emerged as part of a very large process of policy reform that began in 2009. The position of educational leader was established to drive the quality improvement requirements of the reform, but many organizations did not establish these positions until several years after the reforms were introduced. Lack of clear role descriptions and authority make it difficult for educational leaders to fulfil the expectations held of them. This study examines the sense leaders make of the policy reforms and the street-level bureaucracy they perform to translate the policy into action. This sense-making and street-level bureaucracy is taking place in a neoliberal context where, we argue, the demands for professional discretionary decision-making are in conflict with the top-down standardization inherent in neoliberalism. Educational leaders have the potential to challenge neoliberalism through their professional decision-making but, in the Australian context, many are currently focusing on compliance with their street-level bureaucracy.
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3

Spillane, James P. "Educational Leadership." Educational Evaluation and Policy Analysis 25, no. 4 (December 2003): 343–46. http://dx.doi.org/10.3102/01623737025004343.

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4

Spillane, James P. "Educational Leadership." Educational Evaluation and Policy Analysis 26, no. 2 (June 2004): 169–72. http://dx.doi.org/10.3102/01623737026002169.

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5

Tanner, Tyrone, and Kimberly McLeod. "Educational Leadership." International Journal of the Humanities: Annual Review 4, no. 3 (2007): 183–88. http://dx.doi.org/10.18848/1447-9508/cgp/v05i03/42027.

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6

Hart, Ann Weaver. "Educational Leadership." Educational Management & Administration 27, no. 3 (July 1999): 323–34. http://dx.doi.org/10.1177/0263211x990273008.

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7

Medina, Monica. "Latino Educational Leadership." Journal of Transformative Leadership & Policy Studies 8, no. 1 (September 26, 2019): 75–82. http://dx.doi.org/10.36851/jtlps.v8i1.1922.

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Latino Educational Leadership is a critical book for pre-service and in-service Latino leaders. The book serves as a call to action for Latinx leaders in K-12 and higher education pipeline to advocate, empower, and transform Latinx experiences throughout the P-20 pipeline. The collection of essays in this book draw upon Latino-oriented methodologies and epistemologies to present testimonios, case studies, and theoretical models for building the Latino educational leadership pipeline. My review of this book speaks to its criticality for current and future leaders with respect to the historically marginalized Latino community.
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8

Merrill, Stephen. "Effective educational leadership." Journal of In-service Education 29, no. 1 (March 1, 2003): 163–76. http://dx.doi.org/10.1080/13674580300200431.

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9

Lee, Malcolm. "Developing Educational Leadership." Journal of In-service Education 30, no. 2 (June 1, 2004): 325–52. http://dx.doi.org/10.1080/13674580400200466.

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10

MOOS, LEJF. "Educational leadership: leadership for/as Bildung?" International Journal of Leadership in Education 6, no. 1 (January 2003): 19–33. http://dx.doi.org/10.1080/1360312022000038522.

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11

Bush, Tony. "Educational leadership and leadership development in Africa." Educational Management Administration & Leadership 42, no. 6 (November 2014): 787–91. http://dx.doi.org/10.1177/1741143214549135.

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12

Merentek, Theo Chanra, Shelty Deity Meity Sumual, Paulus Robert Tuerah, and Welky Karauwan. "Mapalus In Educational Leadership." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 2 (March 8, 2023): 574–86. http://dx.doi.org/10.51276/edu.v4i2.411.

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Abstract: Mapalus is the philosophy of life for the people of Minahasa, North Sulawesi, in the general sense of mutual cooperation. This study aims to describe Mapalus' relationship with types, styles, principles, and principles in educational leadership. This study uses library research methods (library research). Data was collected through books, literature, references, and articles related to Mapalus and Educational Leadership. The results showed that Mapalus, which contains the principles of kinship, cooperation, and religion with the principles of mutual assistance, openness, discipline, and togetherness, has a relationship with democratic leadership, free leadership, charismatic leadership, paternalistic leadership, expert leadership, visionary leadership, and moralist leadership, but not has a relationship with authoritarian leadership because it is not in accordance with the principles and principles of Mapalus. Meanwhile, the principles and principles of Mapalus have a very close relationship with educational leadership.
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13

Joo, Hyun Jun. "Reconceptualization of Educational Leadership." Korea Society Of The Politics Of Education 25, no. 1 (March 31, 2018): 103–22. http://dx.doi.org/10.52183/kspe.2018.25.1.103.

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14

Skott, Pia, and Elisabet Nihlfors. "Educational Leadership in Transition." Nordic Journal of Studies in Educational Policy 2015, no. 3 (January 2015): 30410. http://dx.doi.org/10.3402/nstep.v1.30410.

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15

Esposito, Maurizio, and Sara Petroccia. "Educational leadership across cultures." Geopolitical, Social Security and Freedom Journal 5, no. 1 (June 1, 2022): 16–39. http://dx.doi.org/10.2478/gssfj-2022-0002.

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Abstract The goal of this article is to introduce a reflection on leadership in the educational context. Our reasoning will start from the concept of group in its sociological meaning, from Donati (2021) to Goffman (1959) passing through Tuckman’s five stages of group development (1977). In this way, we will argue about the idea of leadership, more in detail on an important element in which the educational leader acts: the culture at all its different levels:, that of the school and then that of the community, which represents a crucial junction for its influence on the way of conceiving educational systems (paragraph 2), the term used to designate the holder of leadership is educational leader, meaning the one who coordinates and manages tasks within an educational context (paragraph 3). The choice that inspires our approach to leadership concept is, from one hand to frame the theme in its transcultural perspective, we believe that any educational context today can only be conceived as an international and global theater, regardless of the origin of the actors and the audience that are there. In addition to people and the objects, the way of formulating concepts of use that have multiform tonalities, origins, and heritages, often far from the context in which they appear and act, they are hybrids. On the other hand, schools often experience internationality and globalization very concretely: they host foreign students and participate in international projects of cooperation with other countries (paragraph 4). In our final remarks, we will affirm and demonstrate that the reflections proposed in this pathway on the topic of leadership are intended to signal the importance of laying the foundation for an international content orientation on which the knowledge of the educational leader is based. Therefore, using the concepts that describe intercultural communication, we assume that sociology can undertake a more incisive analysis of the meaning of multicultural societies.
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16

Rahayani, Yayan. "SERVANT LEADERSHIP: EDUCATIONAL INSTITUTION." Journal of English and Education 4, no. 1 (October 7, 2016): 91–101. http://dx.doi.org/10.20885/jee.vol4.iss1.art7.

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17

Puckett, Rhonda. "Leadership in Educational Technology." i-manager's Journal of Educational Technology 10, no. 4 (March 15, 2014): 1–5. http://dx.doi.org/10.26634/jet.10.4.2604.

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18

Edwards, Ruth M. "Leadership in Educational Organisations." Journal of Christian Education os-39, no. 3 (September 1996): 5–20. http://dx.doi.org/10.1177/002196579603900302.

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19

Pashiardis, Petros. "Women in educational leadership." Management in Education 16, no. 4 (September 2002): 22–23. http://dx.doi.org/10.1177/089202060201600407.

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20

Diko, Nolutho. "Women in educational leadership." Educational Management Administration & Leadership 42, no. 6 (July 25, 2014): 825–34. http://dx.doi.org/10.1177/1741143214537228.

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21

Riley, Kathryn. "Book Review: Educational Leadership." Improving Schools 8, no. 1 (March 2005): 109–10. http://dx.doi.org/10.1177/136548020500800116.

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22

Moos, Lejf. "Comparing Educational Leadership Research." Leadership and Policy in Schools 12, no. 3 (July 2013): 282–99. http://dx.doi.org/10.1080/15700763.2013.834060.

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23

Ylimaki, Rose Marie, and Leslie J. McClain. "Wisdom‐centred educational leadership." International Journal of Leadership in Education 12, no. 1 (January 2009): 13–33. http://dx.doi.org/10.1080/13603120802361006.

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24

Manera, Elizabeth S., and Vicki A. Green. "Women in Educational Leadership." Kappa Delta Pi Record 31, no. 2 (January 1995): 74–79. http://dx.doi.org/10.1080/00228958.1995.10531907.

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25

Phelps, Patricia H. "Educational Leadership: Practical Aspects." Kappa Delta Pi Record 40, no. 3 (April 2004): 104–5. http://dx.doi.org/10.1080/00228958.2004.10516416.

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26

Wallace, Richard C. "Data-driven educational leadership." Evaluation Practice 7, no. 3 (August 1986): 5–15. http://dx.doi.org/10.1016/s0886-1633(86)80045-9.

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27

Dimmock, Clive, and Cheng Yong Tan. "Educational leadership in Singapore." Journal of Educational Administration 51, no. 3 (May 3, 2013): 320–40. http://dx.doi.org/10.1108/09578231311311492.

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28

Fossey, Richard, and Alan Shoho. "Educational Leadership Preparation Programs." Journal of Cases in Educational Leadership 9, no. 3 (September 2006): 3–11. http://dx.doi.org/10.1177/1555458906289774.

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29

Brown, Raloy E. "Restructuring Educational Leadership Programs." NASSP Bulletin 75, no. 537 (October 1991): 40–45. http://dx.doi.org/10.1177/019263659107553708.

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30

Connolly, Michael, Una Connolly, and Chris James. "Leadership in Educational Change." British Journal of Management 11, no. 1 (March 2000): 61–70. http://dx.doi.org/10.1111/1467-8551.00151.

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31

Zainal, Khalim. "Educational Leadership and Management." International Journal of Learning: Annual Review 15, no. 5 (2008): 211–18. http://dx.doi.org/10.18848/1447-9494/cgp/v15i05/45742.

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32

Austin, Claudette Collette. "Gender and Educational Leadership." International Journal of Learning: Annual Review 14, no. 11 (2008): 287–300. http://dx.doi.org/10.18848/1447-9494/cgp/v15i11/46022.

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33

Dorfman, Dorinne. "Educational Leadership as Resistance." Journal of Curriculum and Pedagogy 2, no. 2 (December 2005): 157–72. http://dx.doi.org/10.1080/15505170.2005.10411564.

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34

Khan, Iqbal M., Usman Khalil, and Ifra Iftikhar. "Educational leadership: educational development and leadership programs in selected countries and pakistan." Journal of Higher Education and Science 5, no. 3 (2015): 272. http://dx.doi.org/10.5961/jhes.2015.129.

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35

Hoerul Ansori. "Solusi Gaya Kepemimpinan Pendidikan Islam di Era Modern." AL-FAHIM: Jurnal Manajemen Pendidikan Islam 1, no. 2 (September 16, 2019): 70–89. http://dx.doi.org/10.54396/alfahim.v1i2.59.

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Educational leadership in the modern era like today, there are still many who crave good leadership and can create a conducive environment between superiors as the head and the person in charge, along with subordinates as executors of the task. To create a good leadership, one must have a leader who is a master and expert in the science of leadership, so that the institution being led can succeed by achieving the goals that were targeted from the start. To present a good educational leadership and create a conducive atmosphere in the modern era as it is today, the things that must be done are (1) to impose a concept of community-based education leadership, (2) to preside over character-based educational leadershi, and (3) Emotional Intelligence in Conflict Control. In order to create an atmosphere of educational leadership that is ideal for the modern era at this time.
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36

Sideri, Maria, Angeliki Kitsiou, Ariadni Filippopoulou, Christos Kalloniatis, and Stefanos Gritzalis. "E-Governance in educational settings." Internet Research 29, no. 4 (August 5, 2019): 818–45. http://dx.doi.org/10.1108/intr-05-2017-0178.

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Purpose Even though social media are nowadays used in the frame of public governance to ensure citizens’ major participation, enhance e-dialogue and e-democracy consequently, this utilization has not been expanded yet in the field of education, whose key role focuses on the cultivation of active citizenship, as it is promoted through participation. The purpose of this paper is to examine leadership’s views of Greek Secondary and Tertiary Education on the potential use of social media for participatory decision-making processes in order to identify if the e-participation model could be implemented in the Greek education field as in other public domains. Design/methodology/approach An exploratory research was elaborated, employing a survey design of quantitative method in order to explore Greek educational organizations leadership’s perspectives toward social media usage in participatory decision-making processes. Findings The research reveals Greek educational leadership’s positive view on the potential effects of social media usage in participatory decision-making processes and highlights anticipated benefits as well as problems to be faced, indicating the foundation for Greek leaders to implement social media in their leadership practices and exploit their affordances as in e-governance shifts. Practical implications Bringing the concept of e-participation and crowd sourcing model – key features in e-governance initiatives through social media usage – in education field, Greek educational leadership is informed to consider social media utilization more methodically in the context of participatory decision-making processes, updating simultaneously existing leadership practices. Originality/value Up till now, social media usage in participatory decision-making processes in educational settings has hardly received attention.
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37

Eacott, Scott. "Leadership strategies: re-conceptualising strategy for educational leadership." School Leadership & Management 31, no. 1 (February 2011): 35–46. http://dx.doi.org/10.1080/13632434.2010.540559.

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38

Poniman, Susanto, Ayu Andriyaningsih, Taridi, and Emilia Putri Lestari. "Educational Leadership: Teacher Leadership Improves Student's Spiritual Intelligence." Journal of Education, Religious, and Instructions (JoERI) 1, no. 1 (June 30, 2023): 19–23. http://dx.doi.org/10.60046/joeri.v1i1.25.

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This research focuses on the teacher's leadership role in increasing students' spiritual intelligence. In the era of modern education characterized by increasingly complex challenges and problems, raising students' spiritual intelligence becomes essential. This study uses a quantitative approach by taking samples from school teachers in Bandar Lampung. The results showed that teacher leadership significantly influenced increasing students' spiritual intelligence, with a t-value of 7.112 and a significance level of 0.00. In addition, the regression analysis shows that the teacher's leadership variable can explain 65.3% of the variability in increasing students' spiritual intelligence. These findings demonstrate the importance of the teacher's role as a leader in education to develop students' spiritual intelligence. Furthermore, this study emphasizes the need for training and professional development for teachers to consider and incorporate spiritual aspects into their educational approach.
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39

Gonzales, Freddy, and Elías Mendoza Alarcón. "Executive leadership and educational management in the educational field." Revista Estudios Psicológicos 3, no. 4 (December 31, 2023): 21–29. http://dx.doi.org/10.35622/j.rep.2023.04.002.

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The synergy between executive leadership and educational management in the educational field is essential to ensure the excellence of the service provided. However, obstacles such as the lack of training dedicated to leadership and budgetary constraints represent significant barriers to effective educational management. Overcoming these challenges is crucial to ensure a dynamic and high-quality educational environment. The purpose of the study is to establish the correlation between executive leadership and educational management in prominent institutions within the Cusco Educational Management Unit. Its methodology is a quantitative approach with a non-experimental correlation scope; information was collected from 234 participants through non-stratified probabilistic sampling, composed of 26 executives and 208 teachers. The study employed structured questionnaires, while the data were analyzed using the Pearson correlation coefficient. The results revealed a significant correlation of 0.763 between the themes, indicating a strong and positive relationship. It concludes that as executive leadership improves, the quality of educational management tends to increase, and vice versa: this highlights that investing in the development of leadership skills in directors is not only crucial for the effective management of resources and the implementation of educational policies but can also have a multiplier effect, improving the educational environment as a whole; in turn, effective educational management can reinforce leadership capabilities.
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40

Waaland, Torbjørn. "Educational leadership, autonomy and mentoring provided: investigating the moderating influence of educational leadership." International Journal of Leadership in Education 19, no. 4 (August 13, 2015): 464–81. http://dx.doi.org/10.1080/13603124.2015.1073361.

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41

Menon, Maria Eliophotou. "Transformational Leadership and Educational Outcomes." Journal of Education, Innovation and Communication 6, no. 1 (July 5, 2024): 98–115. http://dx.doi.org/10.34097/jeicom-6-1-6.

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The effect of school leadership on educational outcomes has been widely debated in recent decades. Only a small fraction of available research studies deals with the measurement of the effects of leadership on specific educational outcomes. The paper aims to provide an overview of theory and research on the effect of transformational leadership on educational outcomes. A systematic review of the literature was conducted in an attempt to summarise the past 15 years of research on the link between transformational leadership and educational outcomes. The evidence on the effects of transformational leadership is used as the basis for conclusions and recommendations in relation to future research. These recommendations include the need for addressing methodological problems associated with leadership studies and the need to explore the link between transformational leadership and other leadership models.
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42

Wang, Victor X., and Judith Parker. "Educational Leadership and Ralph Tyler." International Journal of Adult Vocational Education and Technology 2, no. 3 (July 2011): 48–59. http://dx.doi.org/10.4018/javet.2011070104.

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This article addresses the traditional instructional leadership (characterized with Tyler’s four questions; teachers prescribe a curriculum; learners assume a submissive role of following instructors) in comparison with the andragogical or innovative instructional leadership. As more and more scholars cast their doubt on this particular instructional mode (traditional instructional leadership), especially when compared with the innovative instructional leadership, this article seeks to draw on traditional instructional leadership that revolves around Ralph Tyler’s model. In doing so, instructors and practitioners will see clearly what the traditional instructional leadership may bring to most education settings and above all, they may rely on a ready-made formula when planning curriculums, instruction, program planning, or evaluation. While traditional instructional leadership may have come under much criticism, there is much to learn from it.
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43

Rodriguez, Victor Hugo Puican, Anthony Jose Gomez Morales, Lilian Rocio Rimapa Navarro, Carmela Elisa Salvador, Luis Vargas Espinoza, and Orlando Hernandez Hernandez. "Pedagogical Leadership in the Educational Management of Peruvian Educational Institutions." International Journal of Professional Business Review 8, no. 4 (April 18, 2023): e01548. http://dx.doi.org/10.26668/businessreview/2023.v8i4.1548.

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Purpose: determine the relationship of pedagogical leadership and educational management considering a primary level educational institution. Theoretical framework: The literature has reported good findings on pedagogical leadership independently from educational management, which is one of the reasons why it was decided to investigate both categories. Design/methodology/approach: Under an exploratory and basic study, with a qualitative, relational approach, the bibliographic analysis was performed, using a documentary guide. Findings: After reviewing and analyzing the articles published in Scopus and other academic platforms, it was shown that pedagogical leadership and educational management maintain a very significant relationship, since by having certain skills of managers, teachers and administrative staff, educational management will be adequate, allowing to improve the results in educational institutions. Research, Practical & Social implications: It is suggested that researchers study pedagogical leadership and educational management together, using a mixed survey and interview approach. Originality/value: It was found that as long as the authorities of the educational entities exercise pedagogical leadership in each of the administrative and academic activities, there will be a better teamwork that will allow achieving institutional goals through efficient educational management.
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44

Liu Jinan. "Educational Leadership and Teacher Cultivation." Pedagogical Education in Russia, no. 1 (2018): 47–49. http://dx.doi.org/10.26170/po18-01-09.

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45

Daly, Alan. "Social Geographies of Educational Leadership." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 17, 2021): 44. http://dx.doi.org/10.24135/pjtel.v3i1.108.

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Educational leaders across the globe are facing a growing set of challenges that include concerns around academic performance, but go well beyond to include the pandemic, equity, climate, and poverty. This is a defining time for leaders to attend to the needs of students in the face of ongoing and developing challenges. Better understanding how educational leaders engage with one another in developing community and accessing timely and context connected information is an important line of investigation during these challenging times. One of most widely used and simplest strategies is engaging communities through communication and collaboration in online spaces which involves accessing just in time information (e.g., news, ideas, approaches) and the exchange of information, knowledge, and strategies. Social media platforms provide multiple opportunities for these exchanges and yet we know very little about how educational leaders are engaging with these platforms. The rise of social media has led to a panoply of online communication spaces or sites, such as Facebook, LinkedIn, and Twitter, wherein individuals can engage into the informal learning with others. Furthermore, a growing number of studies have shown that educational professionals use social media, such as Twitter, to access and share information that helps them and others to face their everyday challenges. Being embedded in their immediate (work) environments, media constitute social opportunity spaces enabling individuals to engage discussions with a wide variety of others and stimulate a process of critical reflection. Consequently, educational leaders can benefit from participating in social media to help them (and their colleagues) in their efforts to engage in high quality practice. However, traditional views of leader activity have constrained work in the space. Leadership is one of the most examined concepts in the education literature, and while the study of online social networks is also gaining interest, the intersection between leadership and online social networks has received limited attention. The key notion underlying most traditional leadership research is that the behaviors or attributes of a leader, typically a person in a formal position, matter for a variety of outcomes. While offering valuable insights, this dominant view of leadership behavior and attributes underestimates the impact of (informal) social networks particularly those in online spaces. Scholars are increasingly recognizing the importance of social processes involved in leading. Leadership in its broadest sense has often been conceptualized as a process of influence toward an outcome. Social relationships through networks may provide leaders with the necessary infrastructure to access resources in achieving outcomes. A social network perspective brings to the fore the dependencies of actors within a social system. This perspective shifts the focus away from individual attributes toward an examination of the ties between individuals, thereby placing leadership directly in the role of a social undertaking. Leadership from a network perspective emphasizes the interdependence of action that are reflected by a network of ties, which may ultimately moderate, influence, or determine the activity and movement of resources such as practices and knowledge.
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46

Tovkanets, O. S. "Leadership concept in educational management." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”, no. 2(8) (2018): 39–43. http://dx.doi.org/10.31339/2413-3329-2018-2(8)-39-43.

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47

McLauchlan, Madeline, and Sylvia West. "Educational Values for School Leadership." British Journal of Educational Studies 41, no. 4 (December 1993): 436. http://dx.doi.org/10.2307/3121975.

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48

Sanford, Katherine, Tim Hopper, Kerry Robertson, Laura Lancaster, and Vivian Collyer. "Sustainable Leadership Supporting Educational Transformation." in education 25, no. 2 (December 20, 2019): 3–22. http://dx.doi.org/10.37119/ojs2019.v25i2.433.

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The world, influenced by 21st century technologies and ecological challenges, has rapidly changed with more ability to “connect” locally and globally and more opportunities to learn from a range of sources. As a result, our learners and their needs have changed. With such rapid changes, conceptions of educational leadership need to reflect these changes utilizing the complexities of the role in society. As a group of educators who work in a School District, Ministry of Education and University teacher education programs, we ask how educational leaders in school districts and teacher education programs can design spaces that engage everyone, recognize everyone’s expertise and share responsibility for growth and development, and how in teacher education we can begin to move away from the hierarchical, industrialized model of management to one where everyone feels engaged, valued, and heard. In this paper, we draw on sustainable and distributed leadership ideas, termed by Wheatley (2010) as the “new sciences,” informed by tenets from complexity theory. Using a case study approach and narrative insights, this paper elucidates how an ongoing Professional Learning Network (PLN) called Link-to-Practice (L2P) offers an alternative conception of educational leadership. Keywords: case study; narrative, qualitative research, complexity theory
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49

Rachman, Poppy. "The Triangle of Educational Leadership." HUMANISTIKA : Jurnal Keislaman 8, no. 2 (June 30, 2022): 313–31. http://dx.doi.org/10.55210/humanistika.v8i2.842.

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Penelitian ini berjudul The Triangle Of Educational Leadership (Perspective on Al-Qur’an, Al-Hadits, and Scientific Theory). Tulisan ini bertujuan untuk menjelaskan perspektif teori kepemimpinan terhadap Al-Qur’an, Al-Hadits, dan Teori Ilmiah, yang dikaitkan dengan kepemimpinan pendidikan. Penelitian ini menunjukkan bahwa yang paling kuat dalam kepemimpinan adalah pengaruh. Teori ini dapat diterapkan pada kepemimpinan pendidikan. Penelitian ini hanya sebatas pada karakteristik kepemimpinan, selanjutnya teori kepemimpinan penelitian ini akan diterapkan pada kepemimpinan pendidikan. Dari hasil kajian kepemimpinan diatas penulis mengemukakan teori “The Triangle of Educational Leadership (Teori Segitiga Kepemimpinan)” yang berlandaskan Al-Qur’an dan Al-Hadits dan dikorelasikan dengan teori keilmuan modern. Teori tersebut adalah “Influence (Pengaruh), Integrity (Integritas), Vision (Visi), Communicative (kemampuan berkomunikasi).
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50

Ham, Seung-Hwan, and Kyoung-Jun Choi. "Educational Leadership: Culture and Diversity1." Research in Educational Administration & Leadership 1, no. 1 (July 15, 2016): 157–60. http://dx.doi.org/10.30828/real/2016.1.6.

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Dissertations / Theses Books
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