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•What recent changes (e.g., socio-cultural, economic, political...) are impacting school leaders the most?

•What research approaches are needed to study such contextual changes?

•What new training and development approaches are needed to help school leaders apply research learning in their field?

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We need to connect research and policy to address practices in the changing context.

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recent changes: technology

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I think school leader should be the partner of stakeholders; family, students ,community and companies or industry. They should have very closely network cuz they can use this network to help adapting instructional way matching with needs of stakeholders and changings.

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There os conflict about the aspiration, theory and implementation

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AI

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Political changes influencing principal preparation and appointment system.

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Quantititaive research will not be sufficient. Will require mixrd methods and comparative research to understand how context shapes leadership

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Growing media attention on instructional leadrship in Thailand. With the goverment funded documentaries on school leadership, australian funded website on instructional leadership called Thailandlearning.org and 100 education websites promoting the idea of instructional leadership.

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teacher shortage caused employing temporary staff with much lower salaries

school collaboration and network as an approach to improve education quality and equality

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In China, schools are required to be partners of neighboring (or far away) schools to be clusters. They need to take more responsibility for not only students of their schools, but other schools.

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Hong Kong: too many changes after the social unrest in 2019, more expectations on national education in the curriculum, new requirements for teacher professional training.

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Digital technology is a gateway for teachers to learn more about education policy and its linkage to practice in their classroom level.

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Hong Kong:

Wellbeing.

High suicide rates in young people.

Domestic violence.

Challenges of interagency working.

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More in depth qualitative research to better understand the influence of context as well as intervention studies to figure out which leadership trainings and practices are working.

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Malaysia: Political stability of a country is important for education reform. Malaysia Education Blueprint formulated in 2013 had to withstand 2 government changes, 5 different prime ministers and 7 different education Ministers since 2013 that has hampered many of the planned school leadership reforms.

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School leaders overwhelmed by compliance. It has also perhaps become a safe space. Managerial.

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Since we are aware of the constraints on principals it suggests Yhe need for concurrent emphasis on middle level leadership

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Technology disruption

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Online/virtual education options which could take the context into the account and respond to the individual needs.

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Schools as safe places to live and learn for students.

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Hong Kong:

Balancing knowledge exchange opportunities within the system as well as learning from outside the system.

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In leading school in Malaysia, the most important aspect that leaders need to concern more is organization context relate to climate, culture and and local community the school served. The no one size fits all. Adaptation is the most important process.

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The introduction of mandatory school leadership preparation for aspiring principals in Oman.

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Education assistance between high performing schools and disadvantaged schools

Education assistance between different provinces

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Thailand: Changes in the student’s learning culture impacting on how educational leaders can encourage and motivate teachers to embrace and adapt their teaching style accordingly to the change.

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Hong Kong: one of the new challenges is probably to remainly locally relevant and tell the international audience an internationally accessible research stories.

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Political changes

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Generation gaps, the continuous evolving and changing needs from students. For example, politics are no longer issues of the adults anymore.

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Australia

Internationally challenge of social issues staffing and student and data wellbeing have become all consuming for some

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Gen z behavior

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In Lebanon, it is the economic political instabilities that are putting all schools regardless of socioeconomic background of students in acute crisis mode.

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Next phase of research needs to investigate The link between policy and practice through a nexus of training, institutional policies and regs, and socialization processes

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Developing mindset of “supporting ALL the children” instead of “for the success of our school’s children”.

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Focus on personalized student learning

Focus on agile management and leadership as response to major transformation in schools

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Principals in the Maldives context need a more collaborative learning space such as principals' professional learning community due to geographic and socio-cultural context of the country. This can be a more innovation professional learning and development activity for principals.

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Vietnamese leaders have been guiding their schools in implementing the Education Programme 2018, which focuses on student-centered learning/teaching. This new philosophy encompasses teaching methods, learning strategies, and evaluation processes. Consequently, teachers need to adapt their teaching approaches. To facilitate this change, principals must set a good example for their teachers.

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In Myanmar, political instability and armed conflicts, human resource shortage when school leaders and teachers join civil disobedience movement, safety of stakeholders in school. These issues poses a lot of new and unpredictable challenges.

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Hong Kong:

Larger scale qualitative research examining the connected concepts of leadership, education reform, and governance arrangements. How school leaders negotiate and sensemake in relation to the complex and connected challenges they face, accountability systems, and other organisational and systemic demands.

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the changing landscape of education sector in Indonesia, political forces still dominant in terms of educational decentralisation. At the same time district governments don't have capacity, expertise and enough support to do it effectively

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We have to, first, change our mindset of thinking, instructing and guiding colleagues, students how to accepting what happen and how to appropriately act in response to changes for surviving and further development, setting strategies, preparing sufficient resources and implementing them to prevent any negative effects & impacts on students, personnel and national education outcome….

Nantarat C.

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Correlational study to measure the impact of the changes towards leaders practice

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Australia

Post Covid principals have learned to distribute. Realisation that physically they can’t do everything

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too much administrative work for principals （China） to attend professional development training programs

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Hong Kong:

Enhanced political awareness - sense making in relation to dynamic and complex policy contexts, societal and political demands on education, and understanding their role in all of this.

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More elaborate mixed methods studies on a microlevel to capture the dynamic nature of change

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In the Arab region generally, and in Oman particularly, there is a pressing need to do more qualitative research to deeply explore leadership issues and associated factors.

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Malaysia: digitalisation in education; generation gap: leaders: gen X vs teachers gen Y or Z or may be millenial;

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Explore the relation between country governance and effective school leadership

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Release the burdens of teachers

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From my experience working with policymakers in Thailand on drafting new standards and evaluation criteria for school principals, politics often play a significant role in decision-making. Frequently, the outcome is decided by the minister or the highest-ranking official in the room, even if it is not supported by research.

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In-depth research on approaches to develop lifelong self-assessment and self-improvement skills in educators in order to boost change tolerance.

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Leaders need ways to quickly access and understand research in practitioner-friendly terms

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many research need to be done in Indonesian context to understand the social-political and historical forces, especially influence of religions to educational leadership

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In a crisis context I believe that we need a collaborative action research approach informed by ethnographic methods to capture the voices of the practitioners and members of the larger community to be responsive to the fluidity of the continuously changing/deteriorating context.

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In Malaysia: ethnography qualitative approach.

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Hong Kong:

I was interested to see the evidence of increasing submissions by researchers in the Global South. To what extent has this been matched by theoretical/conceptual contributions? Or, does most of this work apply theories/concepts from the Global North? If so, what are the implications for missing out context?

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In China, the digital transformation is the Most recent policy by the Ministry of Education, but the schools are facing difficulties in integrating technology, AI in daily practice. There is a policy-practice gap.

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Requirement from MOE to build stronger connections within ASEAN.

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The new curriculum reform in China proposed many new requirements for teachers to explore project-based learning and interdisciplinary teaching. First, principals should improve their curriculum leadership. Second, they rely more on teacher leadership to improve teaching.

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Safety and confidentially of research participants (especially in state schools) are utmost important as well as the safety of the researcher - amidst crackdowns. More secure, dynamic, flexible and accessible research approaches needed. - Myanmar

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In Maldives, we need more studies in school leadership and it's effectiveness using both qualitative and quantitative approach. Esp. more qualitative studies in relation to socio-cultural and political context.

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Schools are an unattractive place to work, especially compared to start-ups and modern companies. It is difficult to find (good) teachers and school leaders.

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In Israel, principals need to address the context of an internal social crisis in a value-based manner, as well as a national-level crisis, which poses challenges for them in responding to the multiple needs of students and teachers (for example: teaching versus emotional and therapeutic aspects, value-based aspects versus focusing on teaching).

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More in school research collected and integrated to get to the heart of change. Aggregation of ongoing school based research across groups of school in subject areas.

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Policy and practice and research need clear logic models and theories of change that specify the mechanisms of and conceptualize the nature of relationships between context, policy, implementation and outcomes. models with multiple outcomes and research.

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In crisis situation we need to build broad based leadership because you cannot count on one person to enact leadership. You need many. Each from their position from the classroom, all the way up in the system and to the broader community

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Sweden have compulsory principal training program after appointment. Has success of this been measured against pre appointment training?

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Data driven decision making

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Hong Kong: 1) to streamline and reduce the redundancy in curriculum, policy and circulars, requirements on the students; 2) offer a more intelligent, self paced, user-friendly school leadership learning platform which allow leader learning and interaction from anywhere and anytime.

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To lead schools effectively in Thailand's changing educational landscape, we should integrate advanced technology, provide ongoing professional development for teachers, and adopt student-centered learning approaches. Incorporating social and emotional learning into the curriculum will support students' well-being. Additionally, fostering strong relationships with parents and the community will create a more supportive and holistic educational environment. These strategies are key to adapting and thriving in today's educational context.

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There is a diverse interest and prioritise between stakeholders. For instance, country authorities, school leaders, teachers, and parents have different expectation and demands on student learning outcome. A fragmented communication channel is a crucial factor that cause the ‘damage‘ and failure of the policy implementation in a rigid centralized education system like Malaysia.

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Correlational study to measure d relationship between the variables (the current change and leaders practices)

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Micro-action research, which encourages principals to choose a minimal actionable problem and apply data driven approaches to solve the problem

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In Vietnam, new National Curriculum (2018) is the main cause for the change in school leadership. We shift from knowledge based curriculum to competence based curriculum. However most of teachers are very confused. They wonder if new curriculum and new textbooks lead to better student achievements or worse? What competence based is? and how teacher teach differently? They claim that even MOET do not consistent in their understanding. The MOET want principals switch from management to governance, but again we are not clear what do they means about that.

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Give the sea changes mandated by new curriculum policies in Taiwan, most principals need to act as curriculum or instructional leaders that some of them may not be ready to take such responsibilities or have capabilities to lead.

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influence both from district/provincial government as well as from national government about educational policy, as some still not kow the details in it (like what mentioned by Tony Bush)

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The most recent contexts in China currently is the Role shift between Principals and the Secretaries General.Principals used to be the one who has more power influencing school development,but now the power has been shifted to the Secretaries General.Some principals has became Secretaries General,the some are not.Which bring a lot conflicts between principals and Secretaries.

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Recent changes impacting leaders the most : 1. Digital and Technology and this affect to 2. Social and Emotional of Students and Teachers.

Research approaches: qualitative research

New T&D approaches: Experiential learning to let school leader to apply research learning. Also, Community of Practice ,COP to help leader share and learn together.

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Hong Kong:

Evaluative work examining the influence or impact of aspiring principals, newly appointed principals, and serving principals professional learning programmes.

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There is also wide variation within a specific context.

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although sociaty change greatly，principal must be adate it, however, I thibk principles personalities are more important,Expecailly,their responsibility. if principle regards improving his school as his responsibility, he will try his best to do it .in my opinion，principles personalities are including their openness ,confidence and their willingness.

we should pay more attention to their skill to how change their responsibilities and behaviors.

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understanding principals life histories to understand their leader development and how this impacts on the ways that they grapple with contextual change

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Instructional focus with teacher and student well being, keeping student learning at the center is the major change in the Maldives.

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Understanding how to make the shift from being managerial to focusing more on being instructional.

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We need to understand ‘contexts’ better and how these affect practice. Contexts include the broad cultural influences but also the values that operate in the school community, the political constraints at different levels and the principal’s leadership style. There is not one essentialist context for all schools in a particular society.

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Using a qualitative approach or qualitative synthesis, researchers can study how to effectively use evidence to influence and play a larger role in policy decision-making across different contexts. This approach can reveal the underlying dynamics, stakeholder perspectives, and contextual factors that shape how evidence is perceived and utilized in policy processes.

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In Mainland China, local government Heads of Dept. of Education play a pivotal role in improving the leadership of school principals.

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for Indonesia: mixed method could be more appropriate; at the same time historical approach is needed to do, especially the first 40 years after the Independence

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Modern technology, contextual constraints, Inability of the system to reform and change

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Parents and teachers lose their fundamental belief in the effectiveness of our school system

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In Indonesia: quality of training and development need much improvement

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There is a growing backlash against the people who support and promote critical works so as to ensure equity and justice for marginalized students. How leaders can navigate through this adverse situation?

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Technology advancement and the perception of work/career of the generation

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In a crisis situation, principals need to create a wide network of connections within and between communities to mobilize resources in general, and particularly knowledge and support, in order to promote resilience.

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Digital transformation of schools are expected to happen but little experiences or knowledge ready to adopt or can be learned from.

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Educational reform in Taiwan gives schools and students more flexibility to develop and learn. School leaders should keep up and lead the changes.

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Higher use of educational technology that can be accessible from limited resources (e.g. from mobile phones or tablet) to reach remote and conflict areas. - Myanmar