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Leadership for Flourishing in Educational Contexts
Featuring voices from academics, practitioners, school system leaders, school administrators, and graduate students from across Canada and abroad, this unique edited collection offers conceptual discussions and empirical examples of leadership for flourishing in a variety of educational contexts. This volume affirms that by fostering positive leadership, striving for well-being, and encouraging flourishing for all, significant benefits and new potentials will be felt throughout the learning communities. Grounded in theoretical approaches of positive leadership, positive psychology, and positive organizational scholarship, the accounts from K–12, post-secondary, and professional contexts explore the impacts and influences of leadership at all levels of education. Editors and chapter authors describe their research findings and first-hand experiences of supporting educators and school leaders in learning how to grow their agentic role for fostering well-being among all members of the community. The book is divided into three sections: stories of school-level flourishing, stories of personal professional flourishing, and stories of the impacts and influences of positive leadership in various educational contexts.
Engaging and practical, this book encourages readers to reflect on the topics through discussion questions and to apply the learning to their own educational and organizational settings. This positively oriented volume will be invaluable for students of educational leadership, education administration, and organizational studies in education, in North America and beyond.
Engaging and practical, this book encourages readers to reflect on the topics through discussion questions and to apply the learning to their own educational and organizational settings. This positively oriented volume will be invaluable for students of educational leadership, education administration, and organizational studies in education, in North America and beyond.
358 pages, Paperback
Published January 1, 2021
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Displaying 1 - 2 of 2 reviews
April 22, 2022
I would like to thank Kathleen Da Cunha Fernandes, the Publisher's Representative, for sending me the paper copy of this book.
This book provides leadership theories and approaches for educators' flourishing and well-being. This collection of stories from academics, practitioners, school system leaders, school administrators, and graduate students from across Canada and abroad offers research and rich discussions on positive leadership, positive psychology, and positive organizational scholarship. The editors express that the book's framework is based on the four Ps: purpose, passion, presence, and play. The book is divided into three sections: stories of school-level flourishing, stories of personal professional flourishing, and stories of the impacts and influences of positive leadership in various educational contexts. The readers engage in each chapter's theoretical and empirical background with the discussion questions. I feel related to many chapters, and I provide details of these chapters and connections with my experiences below.
The first section draws attention to various approaches to noticing and nurturing flourishing in schools. I am amazed how chapter 2's authors explain the culture of care and the relationship between the school administrators and educators for students' holistic well-being. They also offer five leadership practices (model the way, inspire a shared vision, challenge the process, enable others to act, and encourage(warm) the heart) for effective coalition and supporting well-being. Chapter 3 contributes to this practice by providing positive leadership, servant leadership, and emphatic leadership as effective leadership models with the theoretical background and empirical data. Chapter 4 supports effective leadership ideas through their case study on whole child education and culturally responsive education, and chapter 6 and 7 expand on positive leadership approaches and benefits.
Personal professional flourishing stories in section2 highlight the benefits for professional growth when educational leaders engage in personal reflection through the lens of interoception, and paying attention to our physical senses offers insights into who we are and who we are becoming as educational leaders. While chapter 8 focuses on Bandura's socio-cultural framework and self-efficacy theory, chapter 9's authors inspire by Brené Brown's courageous leadership theories and apply them to the fields of international education, adult education, and online education. The idea of classrooms as brave spaces where a growth mindset can flourish and there is no shame in making mistakes in Chapter 9 makes me feel connected. I was an international student in graduate school for six years, I made mistakes, and I needed that my professors reach out to me and help me navigate my fears to gain confidence and build resilience. Chapter 11 also defines acculturation theory, its effects on sojourning teachers- travelers, and self-leadership antidote for stress and resilience. I have reexamined my teaching philosophy and practices after Chapter 10's social-emotional and cognitive well-being and energy on the concept of interoception and strategies (mindful awareness, body mapping, self-focus training, dancing and singing, and responding meaningfully).
Section 3 addresses positive leadership stories from a variety of contexts. Chapter 13 contributes to the professional and graduate students' perspectives on the understanding of thriving across the life span and notions of flourishing and positive psychology within the adult education context. The authors in chapter 14 propose the appreciative inquiry method as a teacher development model that includes individual and systemic strengths, success, and resources. Their research findings suggest this method positively impacts the psychological health of teacher interns, creates a positive and attainable vision of their future, and has a positive impact on the students in their classes.
The chapters in this book offer multiple case studies, narratives, empirical findings, and principle guidance to leaders to show which actions and theories might best serve their initiatives and practices for well-being. The authors describe and give examples of flourishing across diverse educational contexts very thoughtfully and inspiringly. These studies and narratives encourage me to consider collective and reflective action toward leadership well-being.
This book provides leadership theories and approaches for educators' flourishing and well-being. This collection of stories from academics, practitioners, school system leaders, school administrators, and graduate students from across Canada and abroad offers research and rich discussions on positive leadership, positive psychology, and positive organizational scholarship. The editors express that the book's framework is based on the four Ps: purpose, passion, presence, and play. The book is divided into three sections: stories of school-level flourishing, stories of personal professional flourishing, and stories of the impacts and influences of positive leadership in various educational contexts. The readers engage in each chapter's theoretical and empirical background with the discussion questions. I feel related to many chapters, and I provide details of these chapters and connections with my experiences below.
The first section draws attention to various approaches to noticing and nurturing flourishing in schools. I am amazed how chapter 2's authors explain the culture of care and the relationship between the school administrators and educators for students' holistic well-being. They also offer five leadership practices (model the way, inspire a shared vision, challenge the process, enable others to act, and encourage(warm) the heart) for effective coalition and supporting well-being. Chapter 3 contributes to this practice by providing positive leadership, servant leadership, and emphatic leadership as effective leadership models with the theoretical background and empirical data. Chapter 4 supports effective leadership ideas through their case study on whole child education and culturally responsive education, and chapter 6 and 7 expand on positive leadership approaches and benefits.
Personal professional flourishing stories in section2 highlight the benefits for professional growth when educational leaders engage in personal reflection through the lens of interoception, and paying attention to our physical senses offers insights into who we are and who we are becoming as educational leaders. While chapter 8 focuses on Bandura's socio-cultural framework and self-efficacy theory, chapter 9's authors inspire by Brené Brown's courageous leadership theories and apply them to the fields of international education, adult education, and online education. The idea of classrooms as brave spaces where a growth mindset can flourish and there is no shame in making mistakes in Chapter 9 makes me feel connected. I was an international student in graduate school for six years, I made mistakes, and I needed that my professors reach out to me and help me navigate my fears to gain confidence and build resilience. Chapter 11 also defines acculturation theory, its effects on sojourning teachers- travelers, and self-leadership antidote for stress and resilience. I have reexamined my teaching philosophy and practices after Chapter 10's social-emotional and cognitive well-being and energy on the concept of interoception and strategies (mindful awareness, body mapping, self-focus training, dancing and singing, and responding meaningfully).
Section 3 addresses positive leadership stories from a variety of contexts. Chapter 13 contributes to the professional and graduate students' perspectives on the understanding of thriving across the life span and notions of flourishing and positive psychology within the adult education context. The authors in chapter 14 propose the appreciative inquiry method as a teacher development model that includes individual and systemic strengths, success, and resources. Their research findings suggest this method positively impacts the psychological health of teacher interns, creates a positive and attainable vision of their future, and has a positive impact on the students in their classes.
The chapters in this book offer multiple case studies, narratives, empirical findings, and principle guidance to leaders to show which actions and theories might best serve their initiatives and practices for well-being. The authors describe and give examples of flourishing across diverse educational contexts very thoughtfully and inspiringly. These studies and narratives encourage me to consider collective and reflective action toward leadership well-being.
June 5, 2024
Great research based leadership practices. Aligns with many more welp known words but separates the anecdotal practices and the trule effective behaviors.
Displaying 1 - 2 of 2 reviews