School Leadership Model in the Context of Autonomy and Accountability
Main Article Content
Abstract
The study explores the model of leadership in high schools with a focus on autonomy and accountability, aiming to analyze leadership factors and identify characteristics of leadership that align with the needs and context of high schools in Vietnam. The perspective of leadership models emphasizing autonomy and accountability helps enhance self-management, innovation, and development within schools. Additionally, the research recommends that school leaders increase accountability for the outcomes of school activities, ensuring sustainable development and meeting the needs of students and society. Researchers will propose solutions for implementing this model in practice, enabling schools to optimize leadership and enhance the quality of education.
Keywords:
Leadership model; autonomy; accountability; high school leader.
References
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https://doi.org/10.1108/02683940410526082.
[22] N. P. Huyen, D. T. H. Yen, N. T. Duong, Leadership and Management Skills of High School Principals - National University Publishing House, 2018.
[23] D. T. H. Yen et al., Research on the Model of Leadership in Smart Schools - Scientific Research Project at the National University Level, 2022.
[24] D. Allwright, Autonomy in Language Pedagogy in CRILE Working Paper 6, Centre for Research in Education: University of Lancaster, 1990.
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[29] Department for Education Schools (DfES), How Teaching Schools are Already Making a 18 Difference, National College for School Leadership Report, London: DfES, 2012.
[30] C. Chapman, M. Salokangas, Independent State-Funded Schools: Some Reflections on Recent Developments, School Leadership and Management, Vol. 32, No. 5, 2012, pp. 473-486.
[31] R. Lupton, No Change there then!’(?): The Onward March of School Markets and Competition, Journal of Educational Administration and History, Vol. 43, No. 4, 2011, pp. 309-323.
[32] R. Glatter, Persistent Preoccupations: The Rise and Rise of School Autonomy and Accountability in England, Educational Management Administration and Leadership, Vol. 40, No. 5, 2012, pp. 559-575.
[33] H. Lawson, R. Boyask, S. Waite, Construction of Difference and Diversity within Policy and Practice in England, Cambridge Journal of Education, Vol. 43, No. 1, 2013, pp. 107-122.
[34] S. Ball, C. Junemann, Networks, New Governance and Education, Bristol: Policy Press, 2012.
[35] B. Bhattacharya, Academy Schools in England, Childhood Education, Vol. 89, No. 2, 2013, pp. 94-98.
[36] Woessmann, Ludger, P. Lergetporer, F. Kugler, K. Werner, Was Die Deutschen über Die Bildungspolitik Denken - Ergebnisse des Ersten ifo Bildungsbarometers, ifo Schnelldienst, Vol. 67, No. 18, 2014, pp. 16-33.
[37] T. S. Dee, B. A. Jacob, The Impact of the No Child Left Behind Act on Student Achievement, Journal of Policy Analysis and Management, Vol. 30, No. 3, 2011, pp. 418-446.
[38] Education Law of 2019.
[39] P. D. N. Tien, Schools Forced to Collect Extra Fees to Gain Autonomy, Vietnamnet Newspaper 25/9/2017, 2018.
[40] OECD (2016a), PISA 2015 Results (Volume II) Policies and Practices for Successful Schools. Paris: OECD Publishing, Available at: http://www.keepeek.com/ Digital-Asset-/, 2015 (accessed on: December 28th, 2021).
[41] A. Hargreaves, M. Fullan, Professional Capital: Transforming Teaching in Every School, London and New York: Routledge, 2012.
[42] K. Leithwood, K. S. Louis, S. Anderson, K. Wahlstrom, How Leadership Influences Student Learning: Review of Research, New York: The Wallace Foundation, 2004.
[43] K. Leithwood, D. Jantzi, A Review of Transformational School Leadership Research 1996 - 2005, 2005,
https://doi.org/10.1080/15700760500244769.
[44] C. T. Clotfelter, S. W. Hemelt, H. Ladd, Raising the Bar for College Admission: North Carolina’s Increase in Minimum Math Course Requirements, NBER Working Papers 21926, National Bureau of Economic Research, Inc, 2016.
[45] P. Blatchford, Is it True that Class Size does not Matter? A Critical Review of Research on Class Size Effects, In P. Blatchford, K. W. Chan, M. Galton, K. C. Lai, J. C. K. Lee (Eds.), Class size: Eastern and Western Perspectives, Asia-Europe Education Dialogue Series, Routledge, 2016.
[46] N. T. Hao, Autonomous Model in Secondary Education: International Experience and Lessons for Vietnam, 2021 (in Vietnamese).
[47] C. C. Tho, V. T. M. Huong, The Relationship between Autonomy and Educational Quality in Public High Schools, Journal of Educational Science, Vol. 2, 2020 (in Vietnamese).
[2] K. Leithwood, R. Steinbach, D. Jantzi, School Leadership and Teachers’ Motivation to Implement Accountability Policies, Educational Administration Quarterly, Vol. 38, 2002, pp. 94-119.
[3] K. Leithwood, S. Patten, D. Jantzi, Testing a Conception of how School Leadership Influences Student Learning, Educational Administration Quarterly, Vol. 46, 2010, pp. 671-706.
[4] V. Robinson, C. Lloyd, K. Rowe, The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types, Educational Administration Quarterly, Vol. 44, 2008, pp. 635-674.
[5] J. Supovitz, P. Sirinides, H. May, How Principals and Peers Influence Teaching and Learning, Educational Administration Quarterly, Vol. 46, 2009, pp. 31-46.
[6] P. Hallinger, R. H. Heck, Leadership for Learning: Does Collaborative Leadership Make a Difference in School Improvement? Educational Management Administration and Leadership, Vol. 38, 2010, pp. 654-678, https://doi.org/10.1177/1741143210379060.
[7] K. S. Louis, K. Leithwood, K. Wahlstrom, S. Anderson, Learning from Leadership: Investigating the Links to Improved Student Learning, New York: The Wallace Foundation, http://www.wallacefoundation.org/knowledge-center/school-leadership/key-research/Documents/Investigating-the-Links-to-Improved-Student-Learning.pdf/, (accessed on: December 28th, 2021).
[8] T. Bush, Leadership and Management Development in Education, London: Sage, 2008.
[9] K. Leithwood, A Review of the Research: Educational leadership, Philadelphia, PA: Laboratory for Student Success, Temple University, 2005.
[10] S. Gumus, M. S. Bellibas, M. Esen, E. Gumus, A Systematic Review of Studies on Leadership Models in Educational Research from 1980 to 2014, Educational Management Administration and Leadership, Vol. 46, 2018, pp. 25-48, https://doi.org/10.1177/1741143216659296.
[11] M. L. Krüger, B. Witziers, P. J. C. Sleegers, The Impact of School Leadership on School Level Factors: Validation of a Causal Model, School Effectiveness and School Improvement, Vol. 18, No. 1, 2007, pp. 1-20.
[12] D. L. Clark, L. S. Lotto, T. A. Astuto, Effective Schools and School Improvement: A Comparative Analysis of Two Lines of Inquiry, Educational Administration Quarterly, Vol. 20, No. 3, 1984, pp. 41-68.
[13] S. C. Purkey, M. S. Smith, Effective Schools: A Review, The Elementary School Journal, Vol. 83, No. 4, 1983, pp. 427-452.
[14] P. Hallinger, S. Gümüş, M. S. Bellibaş, Are Principals Instructional Leaders Yet?, A Science Map of the Knowledge Base on Instructional Leadership, 1940 - 2018, Scientometrics, Vol. 122, No. 3, 2020, pp. 1629-1650.
[15] M. Koutouzis, General Management Principles, Tourism Legislation and Organization of Employers and Collective Bodies, Volume A, Patras: Greek Open University, 1999.
[16] M. Zavlanos, Management, Athens: Ellin Publishing (in Greek), 1998.
[17] N. Papalexandris, I. Nikandrou, Benchmarking Employee Skills: Results form Bestpracticefirmsin Greece, Journalof European Industrial Training, Vol. 24, No. 7, 2000, pp. 391-402.
[18] M. Vakola, I. Tsaousis, I. Nikolaou, The Role of Emotional Intelligence and Personality Variables on Attitudes Toward Organizational Change, Journal of Managerial Psychology, Vol. 19 No. 1, 2003, pp. 88-110.
[19] M. Vakola, I. Nikolaou, Organizational Psychology and Behaviour, Athens: Rosili, 2012.
[20] R. Tannenbaum, W. H. Schmidt, How to Choose a Leadership Pattern, Harvard Business Review, Vol. 36, 1958, pp. 95-101.
[21] M. Vakola, I. Tsaousis, I. Nikolaou, The Role of Emotional Intelligence and Personality Variables on Attitudes toward Organisational Change, Journal of Managerial Psychology, Vol. 19, 2004, pp. 88-110,
https://doi.org/10.1108/02683940410526082.
[22] N. P. Huyen, D. T. H. Yen, N. T. Duong, Leadership and Management Skills of High School Principals - National University Publishing House, 2018.
[23] D. T. H. Yen et al., Research on the Model of Leadership in Smart Schools - Scientific Research Project at the National University Level, 2022.
[24] D. Allwright, Autonomy in Language Pedagogy in CRILE Working Paper 6, Centre for Research in Education: University of Lancaster, 1990.
[25] R. Heim, A. B. Cubitt, R. Y. Tsien, Improved Green Fluorescence, Nature, Vol. 373, 1995, pp. 663-664, https://doi.org/10.1038/373663b0.
[26] J. A. Anderson, Accountability in Education Education Policy Series International Academy of Education, 2005.
[27] R. Glatter, Persistent Preoccupations: The Rise and Rise of School Autonomy and Accountability In England, Educational Management Administration and Leadership, Vol. 40, No. 5, 2012, pp. 559-575.
[28] H. Lawson, R. Boyask, S. Waite, Construction of Difference and Diversity within Policy and Practice in England, Cambridge Journal of Education, Vol. 43, No. 1, 2013, pp. 107-122.
[29] Department for Education Schools (DfES), How Teaching Schools are Already Making a 18 Difference, National College for School Leadership Report, London: DfES, 2012.
[30] C. Chapman, M. Salokangas, Independent State-Funded Schools: Some Reflections on Recent Developments, School Leadership and Management, Vol. 32, No. 5, 2012, pp. 473-486.
[31] R. Lupton, No Change there then!’(?): The Onward March of School Markets and Competition, Journal of Educational Administration and History, Vol. 43, No. 4, 2011, pp. 309-323.
[32] R. Glatter, Persistent Preoccupations: The Rise and Rise of School Autonomy and Accountability in England, Educational Management Administration and Leadership, Vol. 40, No. 5, 2012, pp. 559-575.
[33] H. Lawson, R. Boyask, S. Waite, Construction of Difference and Diversity within Policy and Practice in England, Cambridge Journal of Education, Vol. 43, No. 1, 2013, pp. 107-122.
[34] S. Ball, C. Junemann, Networks, New Governance and Education, Bristol: Policy Press, 2012.
[35] B. Bhattacharya, Academy Schools in England, Childhood Education, Vol. 89, No. 2, 2013, pp. 94-98.
[36] Woessmann, Ludger, P. Lergetporer, F. Kugler, K. Werner, Was Die Deutschen über Die Bildungspolitik Denken - Ergebnisse des Ersten ifo Bildungsbarometers, ifo Schnelldienst, Vol. 67, No. 18, 2014, pp. 16-33.
[37] T. S. Dee, B. A. Jacob, The Impact of the No Child Left Behind Act on Student Achievement, Journal of Policy Analysis and Management, Vol. 30, No. 3, 2011, pp. 418-446.
[38] Education Law of 2019.
[39] P. D. N. Tien, Schools Forced to Collect Extra Fees to Gain Autonomy, Vietnamnet Newspaper 25/9/2017, 2018.
[40] OECD (2016a), PISA 2015 Results (Volume II) Policies and Practices for Successful Schools. Paris: OECD Publishing, Available at: http://www.keepeek.com/ Digital-Asset-/, 2015 (accessed on: December 28th, 2021).
[41] A. Hargreaves, M. Fullan, Professional Capital: Transforming Teaching in Every School, London and New York: Routledge, 2012.
[42] K. Leithwood, K. S. Louis, S. Anderson, K. Wahlstrom, How Leadership Influences Student Learning: Review of Research, New York: The Wallace Foundation, 2004.
[43] K. Leithwood, D. Jantzi, A Review of Transformational School Leadership Research 1996 - 2005, 2005,
https://doi.org/10.1080/15700760500244769.
[44] C. T. Clotfelter, S. W. Hemelt, H. Ladd, Raising the Bar for College Admission: North Carolina’s Increase in Minimum Math Course Requirements, NBER Working Papers 21926, National Bureau of Economic Research, Inc, 2016.
[45] P. Blatchford, Is it True that Class Size does not Matter? A Critical Review of Research on Class Size Effects, In P. Blatchford, K. W. Chan, M. Galton, K. C. Lai, J. C. K. Lee (Eds.), Class size: Eastern and Western Perspectives, Asia-Europe Education Dialogue Series, Routledge, 2016.
[46] N. T. Hao, Autonomous Model in Secondary Education: International Experience and Lessons for Vietnam, 2021 (in Vietnamese).
[47] C. C. Tho, V. T. M. Huong, The Relationship between Autonomy and Educational Quality in Public High Schools, Journal of Educational Science, Vol. 2, 2020 (in Vietnamese).
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