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School learning climate in the lens of parental involvement and school leadership: lessons for inclusiveness among public schools

ABSTRACT: Prior literature has shown that school learning climate is critical in helping individual learners meet their educational objectives. In this paper, the role of parental involvement in shaping the school learning climate is explored within a multilevel and hierarchical modeling framework using data from the 2015 PISA round. As the schools’ social and relational character, we find that reducing learning barriers is a critical challenge for school leadership. A welcoming environment for parents, as well as the effective design of effective forms of two-way communications, are positively associated with a substantial reduction in the barriers to improving teacher management’s learning climate. We also find that public schools facing social and educational inclusiveness challenges can dramatically enhance their learning environment by activating specific parental involvement mechanisms. Similarly, principal’s leadership in framing and communicating goals and curricular development to the school is also found to be significant for inclusiveness. However, parental involvement is also found to have potential tensions with school management. The worsening of the learning climate may arise due to pressures brought about by laws requiring parental involvement in schools. Because the learning climate is composed of a wide variety of relationships between and within schools, this work demonstrates that parental involvement is an integral part of school leadership and the school improvement process. Further research attention is encouraged to understand the tensions between teacher roles, principal leadership, and parental involvement through employing other quantitative or qualitative research designs.

SUBMITTER: Alinsunurin J

PROVIDER: S-EPMC7504873 | biostudies-literature | 2020 Jan

REPOSITORIES: biostudies-literature

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Project description:Clinical leadership is recognized as a crucial element in health system strengthening and health policy globally yet it has received relatively little attention in low and middle income countries (LMICs). Moreover, analyses of clinical leadership tend to focus on senior-level individual leaders, overlooking a wider constellation of middle-level leaders delivering health care in practice in a way affected by their health care context. Using the theoretical lens of 'distributed leadership', this article examines how middle-level leadership is practised and affected by context in Kenyan county hospitals, providing insights relevant to health care in other LMICs. The article is based on empirical qualitative case studies of clinical departmental leadership in two Kenyan public hospitals, drawing on data gathered through ethnographic observation, interviews and focus groups. We inductively and iteratively coded, analysed and theorized our findings. We found the distributed leadership lens useful for the purpose of analysing middle-level leadership in Kenyan hospitals, although clinical departmental leadership was understood locally in more individualized terms. Our distributed lens revealed medical and nursing leadership occurring in parallel and how only doctors in leadership roles were able to directly influence behaviour among their medical colleagues, using inter-personal skills, power and professional expertize. Finally, we found that Kenyan hospital contexts were characterized by cultures, norms and structures that constrained the way leadership was practiced. We make a theoretical contribution by demonstrating the utility of using distributed leadership as a lens for analysing leadership in LIMC health care contexts, revealing how context, power and inter-professional relationships moderate individual leaders' ability to bring about change. Our findings, have important implications for how leadership is conceptualized and the way leadership development and training are provided in LMICs health systems.

Project description:BackgroundYoung people have the right to be informed and consulted about decisions affecting their lives. Patient and public involvement (PPI) ensures that research is carried out 'with' or 'by' young people rather than 'to', 'about' or 'for' them. The aim of this paper is to outline how youth PPI can be embedded within a physical activity intervention, reflect on the impact of PPI and provide recommendations for future PPI in a similar context.MethodsA Youth Advisory Group (YAG) was set up within the Walking In ScHools (WISH) Study to involve adolescent girls in the delivery, implementation and dissemination of a physical activity intervention targeted at adolescents. Schools invited pupils aged 12-14 years and 15-18 years to YAG meetings (n3, from 2019 to 2023). Participative methods were used to inform recruitment strategies and data collection methods for the WISH Study.ResultsAcross the three YAG meetings, n51 pupils from n8 schools were involved. Pupils enjoyed the YAG meetings, felt that their feedback was valued and considered the meetings a good way to get young people involved in research. The YAG advised on specific issues and although measuring impact was not the primary aim of the YAG meetings, over the course of the study there were many examples of the impact of PPI. Recruitment targets for the WISH Study were exceeded, the attrition rate was low and pupils were engaged in data collection.ConclusionYouth PPI is a developing field and there are few physical activity studies that report the PPI work undertaken. Within the WISH Study, three YAG meetings were held successfully, and the views of adolescent girls were central to the development of the study. Considering the specific issues that the YAG advised on (study recruitment, attrition and data collection), there was evidence of a positive impact of PPI.Patient or public contributionPupils from post-primary schools interested/participating in the WISH Study were invited to attend YAG meetings. YAG meetings were set up to consult adolescent girls on the delivery, implementation and dissemination of the WISH intervention.

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School learning climate in the lens of parental involvement and school leadership: lessons for inclusiveness among public schools

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