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Can Leadership Transform Educational Policy? Leadership Style, New Localism and Local Involvement in Education

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  • Nivi Gal-Arieli

    (School of Political Sciences, University of Haifa, Haifa 3498838, Israel)

  • Itai Beeri

    (School of Political Sciences, University of Haifa, Haifa 3498838, Israel)

  • Eran Vigoda-Gadot

    (School of Political Sciences, University of Haifa, Haifa 3498838, Israel)

  • Amnon Reichman

    (Faculty of Law, University of Haifa, Haifa 3498838, Israel)

Abstract

In the realm of new localism and collaboration, local educational policymakers are called upon for responsible community leadership. Given the conceptual continuum between new localism and transformational leadership, this study examines the relationship between the leadership style of local educational policymakers and the involvement of local authorities in education. Data were obtained from 107 questionnaires submitted by mayors and directors of education affiliated with 100 local authorities in Israel. As predicted, there was a positive relationship between transformational leadership and the local authorities’ involvement in education, measured using four factors, but only for sound local authorities. We used five criteria to determine the soundness of the local authorities. In contrast, among less sound local authorities, there was an inverse relationship between transformational leadership and involvement in education. In general, in such communities, leaders seemed to prefer to leave educational issues to the central government. Thus, we present evidence for the boundaries of educational transformational leadership in the educational governance arena. Education-related policies are on the agenda of leaders even in weaker local authorities, but only to the extent that these policies can serve as an instrument to meet specific needs of the local community. All in all, there is no “one size fits all” for all aspects of new localism—i.e., central regulation towards local government, local policy, local leadership, and civic participation. Accordingly, policymakers, local leaders and residents must fit themselves to the blurred boundaries of new localism and collaborate towards better education. Implications of the findings are discussed.

Suggested Citation

  • Nivi Gal-Arieli & Itai Beeri & Eran Vigoda-Gadot & Amnon Reichman, 2020. "Can Leadership Transform Educational Policy? Leadership Style, New Localism and Local Involvement in Education," Sustainability, MDPI, vol. 12(22), pages 1-19, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:22:p:9564-:d:446465
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    References listed on IDEAS

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    1. Nivi Gal-Arieli & Itai Beeri & Eran Vigoda-Gadot & Amnon Reichman, 2017. "New localism or fuzzy centralism: policymakers’ perceptions of public education and involvement in education," Local Government Studies, Taylor & Francis Journals, vol. 43(4), pages 598-620, July.
    2. Itai Beeri & Doron Navot, 2013. "Local Political Corruption: Potential structural malfunctions at the central-local, local-local and intra-local levels," Public Management Review, Taylor & Francis Journals, vol. 15(5), pages 712-739, June.
    3. Sandra Waddock, 2020. "Reframing and Transforming Economics around Life," Sustainability, MDPI, vol. 12(18), pages 1-16, September.
    4. Shona Johnstone & Rosalyn A. V. Robison & Rachel Manning, 2013. "Delivering Social Sustainability Outcomes in New Communities: The Role of the Elected Councillor," Sustainability, MDPI, vol. 5(11), pages 1-29, November.
    5. Sharon Eshel & Ravit Hananel, 2019. "Centralization, neoliberalism, and housing policy central–local government relations and residential development in Israel," Environment and Planning C, , vol. 37(2), pages 237-255, March.
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