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the tenKeys® model of collaborative leadership, indicating how the 10 attributes have an impact on each other and the entity they form. source and permissions: Jäppinen (2014); the author has copyright of the Figure.
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Background: The article concerns the tensions that can arise during demanding external, and consequential internal changes and considers how educational leadership is able to respond to them. Leadership is here understood as a collaborative endeavour, producing shared sense-making in situations of tension.
Purpose: The main research question was: w...
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There is a growing interest in the research and use of automated feedback dashboards that display classroom analytics; yet little is known about the detailed processes instructors use to make sense of these tools, and to determine the impact on their teaching practices. This research was conducted at a public Midwestern university within the contex...
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... Hence, it was understood as more contextual, situational and complex. It became clear that one leader -or one management team -could no longer successfully cope with the increasing challenges and demanding situations (Gronn, 2000;Gunter et al., 2013;Hallinger 2003;Halttunen, 2016;Harris, 2009;Jäppinen, 2017;Jäppinen & Ciussi, 2016;Knapp & Hopmann, 2017;Spillane et al., 2004). Sharing leadership became one of the most discussed leadership topics (Bush, 2013;Crawford, 2012;Gunter et al., 2013;Woods & Roberts, 2016), and distributed leadership was a popular research topic (Berkovich, 2018;Berkovich & Bogler, 2020;Mifsud, 2017), leading to a more spontaneous and vertical educational leadership culture (Harris, 2008). ...
... Authentic leadership aimed at enhancing both individual's and society's well-being (Kovalainen, 2020;see Uljens & Ylimaki, 2017). Distributed leadership focused on changing the school and developing learning outcomes by supporting the work of school leaders by sharing leadership (Crawford, 2012;Harris, 2009;Mifsud 2017;Woods & Roberts, 2016), while collaborative leadership reaches for creating something new by creating synergy involving everyone in the school community (Jäppinen 2017;Jäppinen & Ciussi, 2016;Jäppinen et al., , 2018. ...
This chapter presents the conceptual evolvement of Finnish pedagogical leadership in the international setting. There are three main scopes. First, we discuss the historical evolvement of school leadership in Finland. This started in the 1950s with the first initiatives towards pedagogical leadership. Then, we describe the findings of the studies of several researchers to identify various aspects and nuances of pedagogical leadership till today. Second, we discuss the findings of one of the latest theorising studies on Finnish pedagogical leadership, present its four axioms of pedagogical leadership and connect these with various international studies ending with a new understanding of the core of Finnish pedagogical leadership. Third, we combine the findings of the historical scope, and several recent Finnish studies in pedagogical leadership. Finally, we present the novel understanding of Finnish pedagogical leadership in more detail, its core, its orientations, its goals and its processes. Last, we make a proposal for a paradigm shift for teachers, day-care centre and school leaders, and educational leader educating organisations.
... As a result, organizational leadership develops the ability to successfully and swiftly adjust to change (Elwin & Jones, 2017). According to Jäppinen (2017), organizational leadership changes fall into one of two categories based on their nature: internal or external. Internal changes are reflected in adjustments to organizational structures, policies, practices, cultures, techniques, technology, management philosophies, tools, and equipment. ...
... Further, a number of environmental forces influence organizational leadership (Tannenbaum & Schmidt, 2017). One of the leaders' first steps is identifying internal and external forces when introducing organizational change (Jäppinen, 2017). The most crucial responsibility for managers is to understand the nature of these external influences, even when management has little control over them (Aronsson et al., 2021). ...
The emergence of the crisis-era shows a notable change in organizational leadership in the face of acceleration and unexpected processes. Therefore, this study examines leadership strategies investigating the right leader's characteristics in a crisis era. This study used a qualitative strategic approach through literature studies. This study's literature study data collection consisted of internationally indexed journal articles on the Scopus and Google Scholar websites, made easy through the Publish or Perish software. Literature data analysis was performed employing the critical appraisal method. This study resulted in implementation in organizations by bringing out the characteristics of leaders through leadership strategies of Flexibility, Agility, Serenity, Charismatic, and Adaptive or FASCA leadership strategies. However, the FASCA leadership study has limitations in a more systematic theoretical and empirical discussion of updated terms that appear in the application of leadership in the crisis era.KeywordsCharacteristic LeadershipCrisis EraLeadership Strategies
... Organizational leaders-defined as top managers tasked with guiding the strategic direction of the organization-matter a great deal to the success or failure of organizational change (Hambrick & Mason, 1984;Oreg & Berson, 2019). The organization's top leaders are not only responsible for charting the strategic direction of the organization, which entails balancing the need for continuity and change (Taylor-Bianco & Schermerhorn, 2006) but also for translating events that unfold outside of the organization (e.g., emerging business trends and technologies) into new initiatives within the organization (Jäppinen, 2017). Such initiatives often result in leaders communicating the parameters for change directly to employees (Yue et al., 2020). ...
Neotraditional organizations are those that exist to sustain indigenous cultures, practices, and institutions as they compete in modern markets. This study examines how a single mechanism, leader transparency, influences change outcomes in neotraditional organizations. We predict that leader transparency will enhance employee cognition- and affect-based trust toward leadership during times of change, thereby supporting relational dynamics within the organization that enable a smooth transition. We also predict that leader transparency will elevate employee acceptance of new technology during change, thereby enhancing desired functional adjustments within the organization. Finally, we predict that leaders who embrace the indigenous heritage of the firm while implementing change will benefit more from being transparent than leaders who ignore the indigenous heritage of the firm. We find overall support for our predictions. These results enhance our understanding of how leaders of neotraditional organizations can manage change successfully while preserving historical cultures, practices, and institutions.
... The essential areas of action in a center's dynamics that every educational leader has to promote widely vary. By way of synthesis, and in line with what has been pointed out by authors like Jäppinen (2017) and Pont et al. (2008), a first area refers to economic-administrative management, which includes the coordination tasks of different school services. A second area refers to the field of curricular and methodological development, which is fundamentally related to the improvement of teaching-learning processes. ...
The leader has the responsibility of creating participatory management models that demand competencies in accordance with institutional challenges. This study aims to analyze the functions, areas of action and deficiencies perceived by teachers and members of management teams in a leader’s professional performance. From a quantitative methodological approach, 251 managers and teachers of urban public schools participated in the study. The results show that current conditions do not always offer the possibility of exercising pedagogical and democratic leadership. Excess bureaucratic tasks and lack of training to perform them are mentioned.
... New knowledge is then created by integrating individual knowledge sets ( Hecker, 2012 ;von Krogh et al., 2012 ). In coordinated social practices, individuals complement, combine, expand and reframe knowledge to synergistically generate new knowledge ( Jäppinen, 2017 ;Tsoukas, 2009 ). ...
This article aims to understand how principals perceive collective competences in their schools’ shared leadership contexts. Collective competences are crucial in shared leadership but have not been widely explored within educational leadership studies. This study investigates collective competences through two intersected models: attribute and relational models. The data comprise interviews conducted with 12 Finnish principals in comprehensive and secondary schools who practiced shared modes of leadership. Due to the Finnish school culture emphasising collaboration, the principals were expected to be able to broadly consider the collective side of competences in their schools. The data were analysed using a hybrid thematic analysis. Consequently, nine collective competence themes were found: shared meaning, sharing accounts, collective mindset, knowledge sharing and creation, developing contexts, broad participation, views of relationships, group collaboration and shared goal-oriented beliefs. These themes provide a fresh understanding of how to develop educational leadership considered in plural terms.
... If employed in classroom settings, forming this shared sensemaking could help enhance student motivation and engagement. As a result, both teachers and students can produce collaborative actions (Jäppinen, 2017). ...
... Previous research indicates that collective action based on shared sensemaking can promote pedagogical creativity and efficiency in language classrooms (Hattie & Clarke, 2018;Jäppinen, 2017;Murphey et al., 2014). As a result, teachers and learners can develop the ability to confront challenges together and learn to defuse tension. ...
... As a result, teachers and learners can develop the ability to confront challenges together and learn to defuse tension. All these steps can help build solidarity and togetherness within the group (Jäppinen, 2017;Raelin, 2016). However, activating students' knowledge, understanding, abilities, and skills is a critical process that demands a leadership identity based on collaboration. ...
The perception of the teacher as the authority in the classroom is deep-rooted in education yet this notion seems to contradict the fundamental values of democratic education. Schools grant teachers an abundance of authority and decision-making power. The pedagogical implications of how teachers use this power in the classroom are not well-understood. Especially in the Japanese context, a majority of English language classes in pre-tertiary institutions are taught through teacher-centered instruction with an emphasis on the grammar-translation method despite its impeditive effects on learners' communicative language development. Then, the question becomes why language teachers insist on teacher-centered instruction knowing that it is not conducive to developing students' communicative language competence. This study argues that teachers' leadership identity is influential in their pedagogical and class management decisions and thus, leadership practices in the classroom warrant further investigation to address students’ struggle with active participation and communicative language competence in the Japanese educational settings. A series of semi-structured interviews were held with teachers from various Japanese universities. Interpretative Phenomenological Analysis (IPA) was used for the data analysis to reflect the participants’ lived experiences and how they made sense of those experiences. The findings indicated that the pedagogical and class management strategies fostered through the participants’ collaborative leadership identity proved to be effective in creating an open, democratic, and participatory classroom environment. This new learning environment helped nurture learning habits in students which appeared to be effective in developing their communicative language competence.
Keywords: Collaborative leadership, EFL, Japanese university, IPA, leaderful, learner-centered, teacher-centered
... The key is what the group accomplishes depends on the leadership within the entire group rather than individual talent and expertise (Jäppinen, 2017). Therefore, this leadership practice may be adopted as an effective model for Japanese academic institutions who embraces harmony, homogeneity, and strong group values (Bebenroth & Kanai, 2010;Egitim & Garcia, 2021;Inaba, 2020). ...
This review attempts to shed light on diversity management in academic organizations and concludes that organizations need to embrace a relational, inclusive, and collaborative framework of leadership whose focus is on effectively managing a culturally diverse workforce in educational institutions. The paper argues that it is only possible to integrate a new culturally diverse workforce effectively is through inclusion. The recommendations offered in this study would be helpful to construct a warranted action plan and provide a brand-new perspective to analyze research approaches.
... If employed in educational settings, forming this shared sensemaking could lead to enhanced student motivation and engagement. As a result, both teacher-leaders and students can collaborate on leadership actions (Jappinen, 2016). ...
... Previous research studies indicate that collaborative activities based on shared sensemaking can promote creativity and efficiency in classroom management and teaching practices (Murphey et al., 2014;Jappinen, 2016). In addition, shared sensemaking based on LAP can help both teachers and learners develop the ability to confront challenges together and learn to diffuse tensions. ...
... In addition, shared sensemaking based on LAP can help both teachers and learners develop the ability to confront challenges together and learn to diffuse tensions. A leadership building practice as such, can help to build solidarity and togetherness within the group (Jappinen, 2016;Raeilin, 2016;Ruderman et al., 2014). ...
In traditional Japanese educational settings, teachers are viewed as the ultimate authority in their classrooms. This top-down leadership perception results in teacher-controlled instruction in Japanese EFL (English as a Foreign Language) class settings. Previous studies suggest that teacher-controlled instruction is not conducive to fostering competent English speakers. Thus, this study attempts to investigate Japanese university EFL teachers’ leadership identity and its impact on their pedagogical and classroom management strategies. The study was guided by the central research question: How do Japanese university EFL teachers who identify as collaborative leaders describe their teaching and classroom management strategies? In order to understand the lived experiences of the participants, Interpretative Phenomenological Analysis (IPA) was employed. The data was collected through semi-structured interviews with eleven university professors in Japan. Since the study explores the influence of the participants’ collaborative leadership identity on their pedagogical and classroom management strategies, the theoretical framework was determined to be the collaborative leadership theory, supported by the leadership as practice (LAP) theory. The findings suggest that teachers’ leadership identity is influential in their pedagogical and classroom management strategies. In particular, the pedagogical and classroom management strategies fostered from teachers’ collaborative leadership identity can be effective in nurturing new learning habits in students and creating an open, democratic, participatory, and collaborative teaching and learning environment.
Keywords: collaborative leadership, EFL, Japanese university, IPA, LAP, learner-centered, pedagogical, teacher-controlled, top-down leadership.
... This study employs a conceptualization that is called collaborative leadership (Hallinger & Heck, 2010a, 2010bHeck & Hallinger, 2010). In the following chapter, I suggest the approach of collaborative leadership can provide a potential tool to drive the complex and dynamic educational change, in spite of very few rigor and relevant theoretical and practical considerations (Jäppinen, 2017(Jäppinen, , 2018. ...
... Educational leadership has proved crucial for the success of individual organizations and educational change (e.g., Bryk, 2010;Elmore, 2004;Fullan, 2006;Harris, 2008;Hubbard, Stein, & Mehan, 2013;Stoll & Louis, 2007). Specifically, educational leadership is shown to make significant impacts to contribute to teaching and learning, build school capacity for learning, and lead educational changes (e.g., Jäppinen, 2017;Fullan, 2010;Mulford & Silins, 2003;Wedell, 2009). ...
... As mentioned earlier, leadership should be perceived and practiced as collaborative endeavors, dealing with the tensions of change, rather than certain relationships or individuals in organizations (Jäppinen, 2017). Whereas, as Gardner et al (2011) argue, empirical research in the field of authentic leadership is rare to explore the dynamic interplays of the components of authentic leadership (e.g., values, cognitions, emotions, behaviors) in particular situations in order to develop a deeper understanding of the authentic leader-follower relationships. ...
Collaborative leadership is one of the enthralling concepts for recent decades. A considerable amount of literature has been published on collaborative aspects of leadership as an affective process and its achievement on educational change. However, how collaborative leadership is initiated and maintained to develop long-term educational change successfully has not been widely studied. This indicates the lack of understanding regarding the experiential factors of individuals dealing with challenging problems in educational change by adopting collaborative leadership approaches. Additionally, how these experiential factors develop over time is possible to discern.
In this study, phenomenological approach, a qualitative method, is used to explore the lived experiences of exigent problems for individuals in educa-tional change development with the focus on collaborative leadership process. This current study used the available data from the international longitudinal project titled “Collaborative Leading of The Unexpected in The Changing Ed-ucation” (LED) (2015 – 2018).
This study came up with five significant themes including (1) The Tenden-cy toward Collaboration-facilitating Experiences; (2) The Growth in Mind-sets and Skill-sets; (3) The Improvement in Teacher Practice and Student Learning; (4) The Tendency from Individual to Collective Growth; (5) Organizations’ Collaborative Initia-tives Coping with Contextual Challenges. These findings reveal important and intriguing explanations to what and how the participants experienced over time in the affective process of leadership executed in collaboration in real-life educational change circumstances.
