Students’ and staff perceptions of vocational education institution heads’ virtues

• Published in: Quality assurance in education Vol. 28; no. 1; pp. 1 - 18
• Main Authors: Fernández González, Manuel Joaquín, Pīgozne, Tamāra, Surikova, Svetlana, Vasečko, Ļubova
• Format: Journal Article
• Language: English
• Published: Bradford Emerald Publishing Limited 04.02.2020; Emerald Group Publishing Limited
• Subjects: Apprenticeship; Career Development; Corporate culture; Critical Thinking; Educational leadership; Educational Quality; Ethics; Higher education; Instructional Leadership; Interpersonal Competence; Leadership Qualities; Learning; Lifelong Learning; Pedagogy; Perceptions; Professional Development; Professional Education; Quality control; Schools; Secondary education; Student Attitudes; Students; Teacher Characteristics; Teaching; Teamwork; Values; Vocational Education; Vocational Schools; Australia; Latvia; Virtue ethics; Pedagogical leadership; Leaders’ character; Quality evaluation; Students’ and staff perception; Vocational education
• DOI: 10.1108/QAE-11-2018-0124
• ISSN: 0968-4883

Purpose The relevance of institution leaders’ personal qualities for providing quality education is widely recognized. The purpose of this paper is to explore vocational education and training (VET) institution leaders’ character features. The research question was twofold: What are the features of the character of the pedagogical leaders of three Latvian VET institutions according to students, teachers and institution board members? What are the differences between respondents’ groups regarding their perceptions of leaders’ virtues? Design/methodology/approach Six members of the institution board, five teachers and six students participated in structured qualitative interviews collected in 2013 in three high-quality VET institutions from different fields (tourism, sports and maritime education). Secondary analysis of latent content was used to explore respondents’ perceptions of leaders’ virtues, using software AQUAD 7 for qualitative data analysis. Findings The results revealed significant differences between students’ and staff (teachers’ and institution board members’) perceptions: the staff members appreciated particularly leaders’ performance virtues (“teamwork orientation”) and intellectual virtues (“critical thinking”), whereas, for students, heads’ moral virtues were more relevant, especially “magnanimity”. Respondents also showed concern about VET institution leaders’ civic virtues (“neighborliness,” “community awareness,” and “communicability”). Practical implications The results suggest that different perspectives, and in particular students’ voices, should be integrated in VET leaders’ assessment process and that their continuing professional development should also address their intellectual, moral and civic virtues. Originality/value This study represents an innovative methodological trial for investigating educational institution heads’ leadership from the lens of virtue ethics.