32 SES 01, Transforming Schools into Places of Belonging and Thriving: The role of positive school leadership
Objectives and Perspectives
Our proposal for a panel discussion/round table begins with the premise that a significant body of research on well-being in work settings, both in Europe and elsewhere, is relevant but underutilized in education. We will first develop a framework for examining well-being in schools that draws largely on work conducted outside of education. We then examine its relevance to studying well-being in schools among both adults and students based on empirical research and applications carried out in Germany, England, the United States and the Netherlands. A focus of each panel presentation will be on the role that leaders at all levels play in creating flourishing educational settings. We end with implications for further research in an international context before turning the floor over to attendees.
The field of positive psychology is well established in scholarly and more popular literature, and has had an impact in education (Seligman, Ernst, Gillham, Reivich, & Linkins, 2009). This perspective underlies the emphasis in this session on well-being. In this panel, we approach well-being from an organizational perspective, in which we argue that the well-being of students can only be accomplished if teachers experience well-being, both in their work teams (Pounder, 1999; Van der Vegt, Emans, & Van de Vliert, 2001; Walumbwa, Wang, Lawler, & Shi, 2004), between work teams (Karkkainen, 2000), and in relationship to formal leaders (Bono, Foldes, Vinson, & Muros, 2007; Leithwood & Duke, 1998; Murphy & Louis, forthcoming). In addition, we further argue that schools in which all adults and students thrive are closely engaged with the communities that they serve (Riley, 2013; Youngblade, et al., 2007). However, research outside of education, as well as school-focused work, suggests that strong relationships between schools, families and communities will not occur unless the adults and children in the school have developed a sense of mutual ownership (Riley, 2017a; Riley 2017b). In other words, based on a positive psychology framework and studies from multiple countries, we develop the argument that positive adult relationships are a precondition for creating student well-being and that only where the members of the school are thriving are they able to make a positive contribution to the larger society (Louis & Murphy, in press).
Positive psychology’s emphasis on the importance of relationships to human flourishing, both in and out of organizations, is connected to the theme of this year’s conference through research that points to the importance of cultural competence (Leong & Wong, 2003). Although research is limited, positive organizational leadership is associated with cultural competence and inclusive behavior in health care ((Dauvrin & Lorant, 2015), education (Santamaría & Santamaría, 2013) and business (Przytuła, Rozkwitalska, Chmielecki, Sułkowski, & Basinska, 2014). The aim of this panel is to extend the discussion about the intersection of positive organizational behavior and inclusion, particularly the inclusion of minority and immigrant children. Each short presentation draws on empirical research in four different countries. The presentations are:
Setting the frame andempirical evidence for the impacts of caring behavior in U.S. schools (Louis)
Leadership of place: Transforming schools into places of belonging (Riley)
Creating transformative experiences in leading and learning: The German School Prize. (Schratz, Anderegg, Mauersberg)
Creating an inclusive/adaptive system for immigrant children: The case of Islamic schools in the Netherlands (van Velzen)
The four presentations are intended to stimulate discussion among attendees. The goal is to develop an informal network of ECER members who are interested in reshaping leadership and organizational change frameworks toward an asset-based rather than managerially directed models. An additional expected result is to build a community of scholars that also incorporates a developmental focus on action.
Bono, J. E., Foldes, H. J., Vinson, G., & Muros, J. P. (2007). Workplace emotions: the role of supervision and leadership. Journal of Applied Psychology, 92(5), 1357. Dauvrin, M., & Lorant, V. (2015). Leadership and cultural competence of healthcare professionals: a social network analysis. Nursing research, 64(3), 200. Karkkainen, M. (2000). Teams as network builders: Analysing network contacts in Finnish elementary school teacher teams. Scandinavian journal of educational research, 44(4), 371 - 391. Leithwood, K., & Duke, D. L. (1998). Mapping the conceptual terrain of leadership: A critical point of departure for cross-cultural studies. Peabody Journal of Education, 73(2), 31-50. Leong, F. T., & Wong, P. T. (2003). Optimal human functioning from cross-cultural perspectives: Cultural competence as an organizing framework. Counseling psychology and optimal human functioning, 123-150. Louis, K. S., & Murphy, J. F. (2017). Trust, caring and organizational learning: the leader’s role. Journal of educational administration, 55(1), 103-126. Murphy, J. F., & Louis, K. S. (forthcoming). Positive School Leadership. New York: Teachers College Press. Pounder, D. G. (1999). Teacher teams: Exploring job characteristics and work-related outcomes of work group enhancement. Education Administration Quarterly, 35(3), 317-348. Przytuła, S., Rozkwitalska, M., Chmielecki, M., Sułkowski, Ł., & Basinska, B. A. (2014). Cross-cultural interactions between expatriates and local managers in the light of Positive Organizational Behaviour. Social Sciences, 86(4), 14-24. Riley, K., (2013). Cohesiveness and Social Capital in Schools in Highly Disadvantaged Urban Communities. British Educational Research Journal, 39, (2), April: 266–286. Schratz, M.; Schwarz, J. F. & Westfall-Greiter, T. (2012). Lernen als bildende Erfahrung - Vignetten in der Praxisforschung. Studienverlag: Innsbruck. Van der Vegt, G. S., Emans, B. J. M., & Van de Vliert, E. (2001). Patterns of interdependence in work teams: A two-level investigation of the relations with job and team satisfaction. Personnel Psychology, 54(1), 51-69. Van Velzen, B. (2012) Het kan verkeren. De sprong vooruit van scholen op islamitische grondslag. SDU uitgevers bv, Den Haag Walumbwa, F. O., Wang, P., Lawler, J. J., & Shi, K. (2004). The role of collective efficacy in the relations between transformational leadership and work outcomes. Journal of Occupational and Organizational Psychology, 77(4), 515-530. Weick, K. E., & Quinn, R. E. (1999). Organizational change and development. Annual review of psychology, 50(1), 361-386. Youngblade, L. M., Theokas, C., Schulenberg, J., Curry, L., Huang, I. C., & Novak, M. (2007). Risk and promotive factors in families, schools, and communities. Pediatrics, 119(Supplement 1), S47-S53.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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