C2 Edited work
Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (2024)
Ahtiainen, R., Hanhimäki, E., Leinonen, J., Risku, M., & Smeds-Nylund, A.-S. (Eds.). (2024). Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives. Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7
JYU authors or editors
Publication details
All authors or editors: Ahtiainen, Raisa; Hanhimäki, Eija; Leinonen, Jaana; Risku, Mika; Smeds-Nylund, Ann-Sofie
Parent publication editors: Ahtiainen Raisa; Hanhimäki Eija; Leinonen Jaana; Risku Mika; Smeds-Nylund Ann-Sofie
ISBN: 978-3-031-37603-0
eISBN: 978-3-031-37604-7
Journal or series: Educational Governance Research
ISSN: 2365-9548
eISSN: 2365-9556
Publication year: 2024
Number in series: 23
Number of pages in the book: 390
Publisher: Springer
Place of Publication: Cham
Publication country: Switzerland
Publication language: English
DOI: https://doi.org/10.1007/978-3-031-37604-7
Publication open access: Openly available
Publication channel open access: Open Access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/89601
Abstract
It discusses the phenomenon of leadership in educational contexts through several novel empirical and theoretical research designs. It includes themes such as distributed leadership and collaborative governance, changing aspects in the leadership profession, and contradictions in everyday organizational practices and realities. The work also combines conceptual discussions in educational and pedagogical leadership to analyze and to clarify the theoretical and conceptual multidimensionality and ambiguities.
Keywords: COVID-19; schools (educational institutions); education and training; pupils; school-age children; teachers; teacherhood; teaching and instruction; pedagogical leadership; leadership (activity); service design; well-being; well-being at work; decision making
Free keywords: open access; educational leadership development; Finnish pedagogical leadership; pedagogical leadership in Finnish education; educational leadership models; moral professionalism; diversity in school communities; everyday educational leadership; service design thinking; principals’ occupational wellbeing; COVID-19 epidemic; participating teachers in decision-making; multiagency collaboration; wellbeing of school-aged children; wellbeing of school-aged adolescents; teachers’ collaborative leadership; school well-being
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2024
Preliminary JUFO rating: 2
This publication includes articles with JYU authors:
- Ahtiainen, R., Hanhimäki, E., Leinonen, J., Risku, M., & Smeds-Nylund, A.-S. (2024). Challenges and Reflections for Developing Leadership in Educational Contexts. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland (pp. 381-390). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_19
- Jantunen, A., Heikonen, L., Ahtiainen, R., Fonsén, E., & Kallioniemi, A. (2024). Conceptions of Diversity Among Finnish Principals. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 217-234). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_11
- Alava, J., Kola-Torvinen, P., & Risku, M. (2024). Educational Policy, Governance, and Leadership. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 11-39). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_2
- Ahtiainen, R., Hanhimäki, E., Leinonen, J., Risku, M., & Smeds-Nylund, A.-S. (2024). Introduction. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 1-8). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_1
- Hanhimäki, E. (2024). Moral Professionalism in the Context of Educational Leadership. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 201-216). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_10
- Elomaa, M., Pakarinen, E., Eskelä-Haapanen, S., & Lerkkanen, M.-K. (2024). Principals’ Perceptions of Their Work During the COVID-19 Pandemic. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 281-299). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_14
- Yada, T. (2024). Prosociality in Shared Leadership from the Finnish Principals’ Viewpoint. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 339-357). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_17
- Fonsén, E., & Lahtero, T. (2024). The Theory of Pedagogical Leadership: Enhancing High-Quality Education. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 159-177). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_8
- Hanhimäki, E., Alho, J., Nuora, P., Risku, M., Fonsén, E., Mäkiharju, A., Smeds-Nylund, A.-S., Autio, P., & Korva, S. (2024). Towards a Multi-form Professional Development of Educational Leadership. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in Educational Contexts in Finland : Theoretical and Empirical Perspectives (pp. 61-80). Springer. Educational Governance Research, 23. https://doi.org/10.1007/978-3-031-37604-7_4
