This book considers a number of key epistemological, ontological and methodological questions exploring the effectiveness of school leadership and management development training programmes for school leaders in a range of settings and for a range of people. Consideration is also given to practical concerns associated with this topic, such as the importance of management and Leadership Development programmes supporting school leaders to become effective leaders supporting school effectiveness. Effectiveness of School Leadership and Management Development in Cameroon addresses key methodological issues including the rationale for adopting a qualitative mixed-methodology research approach with elements of literature and documental analysis; surveys; ethical considerations and challenges with sampling techniques in considering the impact that school leaders in Cameroon have on researchers’ findings; and the production of knowledge. In addressing such topics, it answers important questions about how reliability can be ensured, how rigour can be safeguarded and what impact documental analysis and school leaders’ views have on the validity and interpretation of research findings. This book is the first of its kind to combine practical leadership theories in developing leadership development frameworks reflections with clearly presented recommendations about how the approach can be used. It will be invaluable to academics, practitioners and other agencies wishing to adopt participatory research methods which place school leaders and their schools at the centre of this research. This book is also an essential read for academics and students with an interest in qualitative mixed methodologies on leadership development of school leaders, and will become a key text for school leadership research methods courses, given its concern with practical leadership models as well as more complex leadership development theories.
NewAfricanLeaders interprets the heritage and history of the African community in Birmingham, United Kingdom, exploring both individual and collective achievements and contributions to the recent history of the city. Ebot Ashu researches the stories of Africans in Birmingham and provides in this volume a unique record of why they or their parents came to the United Kingdom, their experiences when they arrived, their subsequent experience of settlement and integration, as well as their achievements and contributions within their adopted society. It focuses on the entire African Diaspora in Birmingham and beyond. The content of this anthology is strongly international in that, while it may publish empirical research and scholarship undertaken in specific local contexts, it considers issues and themes of interest that transcend any single geographic setting. The anthology, therefore, offers an impressive collection of archival material and learning resources for this and future generations, and also serves as a testament to the increasingly diverse heritage that UK society has drawn from many different ethnic and linguistic groups, cultures and religions. In this regard this volume will be of interest to students at school and university, to their teachers and to academics as well as practitioners and policy makers in social science.
TOPICS IN THE BOOK Cameroon Professional Standards for Educational Leaders Supporting Leadership, Management and Administration Development Analysis of the Viability of Lifestyle Audit as an Anti-Corruption Tool in Kenya Drivers, Inhibitors and Implications of Effective Complaint Management among Healthcare Institution in an Emerging Economy: A Case of the University of Ghana Hospital
TOPICS IN THE BOOK Cameroon Professional Standards for Educational Leaders Supporting Leadership, Management and Administration Development Analysis of the Viability of Lifestyle Audit as an Anti-Corruption Tool in Kenya Drivers, Inhibitors and Implications of Effective Complaint Management among Healthcare Institution in an Emerging Economy: A Case of the University of Ghana Hospital
NewAfricanLeaders interprets the heritage and history of the African community in Birmingham, United Kingdom, exploring both individual and collective achievements and contributions to the recent history of the city. Ebot Ashu researches the stories of Africans in Birmingham and provides in this volume a unique record of why they or their parents came to the United Kingdom, their experiences when they arrived, their subsequent experience of settlement and integration, as well as their achievements and contributions within their adopted society. It focuses on the entire African Diaspora in Birmingham and beyond. The content of this anthology is strongly international in that, while it may publish empirical research and scholarship undertaken in specific local contexts, it considers issues and themes of interest that transcend any single geographic setting. The anthology, therefore, offers an impressive collection of archival material and learning resources for this and future generations, and also serves as a testament to the increasingly diverse heritage that UK society has drawn from many different ethnic and linguistic groups, cultures and religions. In this regard this volume will be of interest to students at school and university, to their teachers and to academics as well as practitioners and policy makers in social science.
This book considers a number of key epistemological, ontological and methodological questions exploring the effectiveness of school leadership and management development training programmes for school leaders in a range of settings and for a range of people. Consideration is also given to practical concerns associated with this topic, such as the importance of management and Leadership Development programmes supporting school leaders to become effective leaders supporting school effectiveness. Effectiveness of School Leadership and Management Development in Cameroon addresses key methodological issues including the rationale for adopting a qualitative mixed-methodology research approach with elements of literature and documental analysis; surveys; ethical considerations and challenges with sampling techniques in considering the impact that school leaders in Cameroon have on researchers’ findings; and the production of knowledge. In addressing such topics, it answers important questions about how reliability can be ensured, how rigour can be safeguarded and what impact documental analysis and school leaders’ views have on the validity and interpretation of research findings. This book is the first of its kind to combine practical leadership theories in developing leadership development frameworks reflections with clearly presented recommendations about how the approach can be used. It will be invaluable to academics, practitioners and other agencies wishing to adopt participatory research methods which place school leaders and their schools at the centre of this research. This book is also an essential read for academics and students with an interest in qualitative mixed methodologies on leadership development of school leaders, and will become a key text for school leadership research methods courses, given its concern with practical leadership models as well as more complex leadership development theories.
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