https://journals.sfu.ca/ijepl//index.php/ijepl/issue/feed 2024-05-24T12:22:39-07:00 Dan Laitsch dlaitsch@sfu.ca Open Journal Systems <p>IJEPL is a refereed electronic journal dedicated to enriching the education policy, leadership, and research use knowledge bases, and promoting exploration and analysis of policy alternatives.</p> https://journals.sfu.ca/ijepl//index.php/ijepl/article/view/1403 2024-05-24T12:22:39-07:00 Curt Adams curtadams@ou.edu Daniel Hamlin daniel_hamlin@ou.edu Olajumoke Adigun beulah.adigun@okstate.edu

<p>This article draws on a teacher survey (n = 789) to examine the relationship between teacher vitality and two conversational approaches—transformative leadership conversation and controlling conversation. The analyses use latent structural equation modelling. The sample is restricted to teachers in schools with an accountability rating of “low performing” so that principal/teacher conversations can be examined in schools that potentially have the most to gain from strong teacher vitality. Results indicate that the use of transformative leadership conversation had a direct positive relationship with teacher vitality (β = .26) and an indirect relationship (β = .22) with it through teacher need satisfaction. Controlling conversation had a negative relationship with teacher vitality, but it did not have a statistically significant relationship with need satisfaction.</p>

2024-06-16T00:00:00-07:00 Copyright (c) 2024 Curt Adams, Daniel Hamlin, Olajumoke Adigun https://journals.sfu.ca/ijepl//index.php/ijepl/article/view/1315 2023-09-26T12:52:36-07:00 Annie George-Puskar ageorgepuskar@fordham.edu Elizabeth Beavers beaversea@uhcl.edu Deborah Bruns dabruns@siu.edu Chloe Lindner clindner4@fordham.edu

<p>As the field of early intervention/early childhood special education (EI/ECSE) focuses intently on building, supporting, and sustaining leaders across varying contexts and roles, this study introduced the concept of self-leadership to EI/ECSE self-identified leaders. The research explores differences in self-rated skills based on role, analyzes themes of goals for developing self-leadership skills, and analyzes the measurability of goals set by participants. Fifty-six participants completed the Abbreviated Self-Leadership Questionnaire (ASLQ) (Houghton, Dawley, &amp; DiLiello, 2012), self-rated their own skills, and identified leadership goals. Results show that participants scored themselves highest on evaluating beliefs and assumptions about self-leadership. Self-identified goals resulted in three primary themes (administrative tasks, relationship building and coaching, and growth in learning). Directions for future research, policy, and recommendations for practice are discussed.</p>

2024-03-03T00:00:00-08:00 Copyright (c) 2024 Annie George-Puskar, Elizabeth Beavers, Deborah Bruns, Chloe Lindner