09426nam 22004453 450 991086419600332120240531080306.09789819712311(electronic bk.)9789819712304(MiAaPQ)EBC31355645(Au-PeEL)EBL31355645(CKB)32166195000041(EXLCZ)993216619500004120240531d2024 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierLeadership Matters in Catholic Education Part 1: Foundations and Case Studies for the United Kingdom1st ed.Singapore :Springer,2024.©2024.1 online resource (210 pages)Catholic Education Globally: Challenges and Opportunities Series ;v.2Print version: Whittle, Sean Leadership Matters in Catholic Education Singapore : Springer,c2024 9789819712304 Intro -- Foreword-Leadership and Comparative Studies in Education: Finding New Directions for Thinking, Research, and Enquiry in a Global Framework -- Preface -- Contents -- About the Editors -- 1 Leadership Matters in Catholic Education: An Introduction -- 1.1 How Best to Draw on the Theology of Leadership -- 1.2 The Structure of This Volume -- 1.3 Summary of Contributions -- 1.4 The Importance of Reading the Whole Volume -- References -- Part I Central Themes in Leadership of Catholic Schools and Colleges -- 2 Gospel-Inspired Servant Leadership in a Catholic School Setting -- 2.1 Introduction -- 2.2 The Scriptural Foundation -- 2.3 Servant Leadership in a Catholic School -- 2.4 Conclusion -- References -- 3 Servant Leadership in Catholic Schools: 'Whoever Wants to Become Great Among You Must Be Your Servant' -- 3.1 Introduction -- 3.2 What is Servant Leadership? -- 3.3 Servant Leadership from a Christian Perspective -- 3.4 Servant Leadership in Practice -- 3.5 Conclusion -- References -- 4 Leadership Ideals for the Twenty-First Century: Servant and Christ-Centred Leadership -- 4.1 A Changing Demographic -- 4.2 The Characteristics of Catholic Distinctiveness -- 4.3 The Holistic Approach Understood as Sacramental Vision -- 4.4 The Sacramental Vision in Practice: Insights from John Bosco -- 4.5 Academic Standards and Catholic Identity -- 4.6 Academic Standards: Potential Challenges? -- 4.7 Concluding Remarks -- References -- 5 The Life and Ministry of Jesus: A Model of Emotionally Intelligent Leadership for Catholic Schools -- 5.1 Introduction -- 5.2 Some Key Themes in Leadership in Catholic Schools -- 5.3 Models of Leadership for Catholic Schools -- 5.4 Emotional Awareness and Intelligence -- 5.5 The Emotional Intelligence of Jesus -- 5.6 Concluding Remarks: Leaders of Catholic Schools and Emotional Intelligence -- References.6 'Look Back in Anger'-Catholic School Leadership and the Peace-Making Tradition -- 6.1 Introduction -- 6.2 The Peace-Making Tradition Within the Catholic Church -- 6.3 Understanding the Apparatus of Peace in the Catholic Tradition -- 6.3.1 Human Rights -- 6.3.2 Development -- 6.3.3 Solidarity -- 6.3.4 Aggression and Schools -- 6.4 40-School Small-Scale Research: Findings -- 6.5 COVID-19 and Societal Impact -- 6.6 Conclusions -- References -- Part II Challenges to Leadership in Catholic Education Settings -- 7 Catholic Multi-academy Trusts: The Future of Catholic School Leadership or the Last Nail in Its Coffin? -- 7.1 Introduction -- 7.2 Leadership of Schools: Forging Ahead or Coming Full Circle? -- 7.3 The Lifeworld and the Systemworld -- 7.4 Character, Autonomy and Culture -- 7.5 The Relevance of the Diocese in a Fragmented Catholic School System -- 7.6 The Diocese: Leader of the Lifeworld or Follower of the Systemworld? -- 7.7 Concluding Reflections: Diversity and Uniformity: Can the Circle Be Squared? -- References -- 8 Pivotal to the Future of Catholic Primary Schools: Teachers Who Are not Catholic -- 8.1 Introduction -- 8.2 Who Are We Talking About? -- 8.3 What is a Catholic School? -- 8.4 The Conspicuous Lack of Research Interest in 'Non-Catholic' Teachers -- 8.5 Research Findings: The Experience of Catholic School Teachers Who Are not Catholic -- 8.6 Methods -- 8.7 Main Research Findings -- 8.7.1 Career Progression -- 8.7.2 So What? -- 8.7.3 Implications -- 8.8 Conclusion -- References -- 9 The Challenge of Recruiting More Female Headteachers for Catholic Schools -- 9.1 Introduction -- 9.2 Concluding Reflection -- References -- 10 Inscribed in the Very Heart of Their Identity: Recruitment, Retention, and Formation of Faith Leaders in Catholic Primary Schools in Scotland -- 10.1 Introduction.10.2 Recruitment, Retention, and Formation for Leadership in Catholic Schooling -- 10.3 The Scottish Context -- 10.4 Methodology -- 10.5 Findings -- 10.6 Conclusion -- References -- 11 A Vision for Christian Education Ethos: The Experiences of School Leaders in Two Schools and Implications for Practice -- 11.1 Introduction -- 11.1.1 The Nature of School Education Ethos -- 11.1.2 Motivation for My Research -- 11.2 Research Methodology -- 11.2.1 The Leadership Context -- 11.3 Findings -- 11.4 Study 1: Christian Free School -- 11.4.1 The Prominence of the Headteacher's Faith and Values on the School's Vision for Education Ethos -- 11.4.2 The Headteacher's Strategy for Implementing His Vision -- 11.4.3 Different Interpretations of the Nature and Purpose of Christian Education Ethos -- 11.4.4 Managing Tensions and Value Conflicts When Leading Education Ethos Development -- 11.4.5 The Challenge of Implementing 'What if Learning' -- 11.5 Study 2: The Church Academy -- 11.5.1 The Importance of Core Values and Vision -- 11.5.2 Significance of the Findings Across Both Studies: The Importance of Vision, Integrity, and Moral Courage in the Development of Christian Education and School Ethos -- 11.5.3 A Method for Leaders to Investigate the Relationship Between the Espoused Vision for Christian School Education Ethos and Pupils' Experiences of that Ethos -- 11.5.4 Recommendations Arising from Research Concerning the Complexities and Practicalities of Implementing a Vision for Christian Education -- References -- 12 Maintaining the Charism: Leadership Matters in Catholic Independent Schools -- 12.1 Introduction -- 12.1.1 Researching Leadership in Catholic Independent Schools: Understanding the Context -- 12.2 Methodology -- 12.2.1 What is Your Understanding of the Distinctive Charism of This School? -- 12.2.2 Describe the Benefits of Sustaining This Charism.12.2.3 What is the Nature of the Relationship and the Extent of Collaboration Between the School and the Founding Religious Congregation? -- 12.2.4 What Formation Programmes Are in Place for Staff in Relation to the Charism? How Are They Impactful? -- 12.2.5 Is the Distinctive Charism a Key Concern for Staff and Governors? How is This Exemplified? -- 12.2.6 What Do You Believe Are the Challenges in Sustaining Your Distinctive Charism? -- 12.2.7 Concluding Observation on the Ongoing Importance of the Charism for the Leaders of Independent Catholic Schools Today -- References -- 13 School Eldership: Drawing upon Experiential Wisdom of the Elders in Leading Catholic Schools -- 13.1 Introduction -- 13.2 Wisdom and the Elders -- 13.3 The Practice of Eldership and the Fall of the Ego -- 13.4 Conclusion -- References -- Part III What Can British Catholic Schools Learn About Leadership from OECD Data? -- 14 What Can British Catholic Schools Learn About Leadership from OECD Data? Part 1: Teachers and School Leaders as Lifelong Learners -- 14.1 Introduction -- 14.2 Background: Enrollment Trends in Catholic Schools, Public Funding, and Performance -- 14.3 Benchmarking Teachers and School Leaders: The TALIS Framework -- 14.4 Selected Findings for Teachers and School Leaders as Lifelong Learners -- 14.4.1 Using ICT for Teaching -- 14.4.2 Teaching in Multicultural or Multilingual Settings -- 14.4.3 Teaching Students with Diverse Ability Levels and Needs -- 14.4.4 Managing the Classroom and Student Behavior -- 14.4.5 Benefitting from Initial and Continuous Training -- 14.5 Conclusion -- References -- 15 What Can Catholic Schools in the UK Learn About Leadership from OECD Data? Part 2: Teachers and School Leaders as Valued Professionals -- 15.1 Introduction -- 15.1.1 Selected Findings on Teachers and School Leaders as Valued Professionals.15.2 Supporting Teaching Professionals' Growth -- 15.3 Empowering Teaching Professionals -- 15.4 Measuring Job Satisfaction -- 15.5 Retaining Teaching Professionals -- 15.6 Relationships Between TALIS Predictors, Job Satisfaction, and Self-Efficacy -- 15.7 Allocation of Resources to the Schools that Need Them the Most -- 15.8 Conclusion -- References -- Index.Catholic Education Globally: Challenges and Opportunities SeriesWhittle Sean1357320Wodon Quentin1104883MiAaPQMiAaPQMiAaPQ9910864196003321Leadership Matters in Catholic Education4166957UNINA