Trevor Male
Biographic Data
| ID | 4487114 |
|---|---|
| NAME | Trevor Male |
| GIVEN NAMES | Trevor |
| FAMILY NAME | Male |
| SIGNATURE | MALE T |
| AFFILIATIONS | University of Hull |
| ORCID | 0000-0002-3703-3469 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Perceptions of women senior leaders in the UK Higher Education during the Covid-19 pandemic
Studies suggest the COVID-19 pandemic disproportionately impacted women. Related research and literature suggest leadership approaches commonly associated with women are more effective during crises, a notion that we sought to explore in this study. This investigation explored how senior women leaders in the UK Higher Education exhibited leadership during the pandemic, whether their approaches had changed during this time and the impact leading d…
Toxic leadership and academics’ work engagement in higher education
The concept of toxic leadership has been widely investigated in diverse settings with most contributors agreeing its impact on followers can have negative effects to the victim's well-being, job satisfaction, group productivity and organisational commitment. However, the concept has not yet been sufficiently researched in tertiary educational settings, and in this case, specifically in Chilean higher education. This paper explores whether toxic l…
Leadership behaviours during crises
In this paper, we present research into how leaders in early childhood education and care (ECEC) in England conceptualise and respond to sudden and challenging circumstances at organisational and personal levels. A distinction is made in this paper between critical incidents, such as a fire in the kitchen, and crises whereby leaders need to respond to unexpected, long term and evolving events. Although the impact of Covid-19 pandemic was uppermos…
The rise and rise of academy trusts
This paper delineates the growth of academy trusts in England before exploring government intentions to base the future state-funded school system on ‘strong’ multi-academy trusts. Academies, directly funded by the central government, first appeared in 2002 as an alternative to local authority-managed provision, with the initial intention of addressing continued underperformance of schools in urban areas. It was not until 2010, however, with an i…
Examining the competencies required for leadership of multi-academy trusts. Implications for a case study trust
This paper examines competencies required for leadership of multi-academy trusts (MATs) to identify the learning experiences needed to make the transition to executive leadership (a concept perceived here as having accountability for multi-part organisations). As part of national government(s) drive to reduce the influence and control of local government over state-funded schools in England policies have been enacted, particularly since 2010, to …
Critical Hope or Principled Infidelity? How an Urban Secondary School in an Area of Sustained Poverty in England Continues to Improve
This is the examination of how a secondary school in England, the Robert Clack High School, not only made the transition from failure to success “against the odds”, but sustained and enhanced that status despite changes in local demographics resulting in the school serving a significantly different ethnic community than was evident at the start of their improvement journey. The school is situated in an area of London that has consistently feature…
Being an Effective Headteacher
Becoming a teacher educator
Becoming a teacher educator
Being an Effective Headteacher
Critical Hope or Principled Infidelity? How an Urban Secondary School in an Area of Sustained Poverty in England Continues to Improve
This is the examination of how a secondary school in England, the Robert Clack High School, not only made the transition from failure to success “against the odds”, but sustained and enhanced that status despite changes in local demographics resulting in the school serving a significantly different ethnic community than was evident at the start of their improvement journey. The school is situated in an area of London that has consistently feature…
The rise and rise of academy trusts
This paper delineates the growth of academy trusts in England before exploring government intentions to base the future state-funded school system on ‘strong’ multi-academy trusts. Academies, directly funded by the central government, first appeared in 2002 as an alternative to local authority-managed provision, with the initial intention of addressing continued underperformance of schools in urban areas. It was not until 2010, however, with an i…
Examining the competencies required for leadership of multi-academy trusts. Implications for a case study trust
This paper examines competencies required for leadership of multi-academy trusts (MATs) to identify the learning experiences needed to make the transition to executive leadership (a concept perceived here as having accountability for multi-part organisations). As part of national government(s) drive to reduce the influence and control of local government over state-funded schools in England policies have been enacted, particularly since 2010, to …
Toxic leadership and academics’ work engagement in higher education
The concept of toxic leadership has been widely investigated in diverse settings with most contributors agreeing its impact on followers can have negative effects to the victim's well-being, job satisfaction, group productivity and organisational commitment. However, the concept has not yet been sufficiently researched in tertiary educational settings, and in this case, specifically in Chilean higher education. This paper explores whether toxic l…
Leadership behaviours during crises
In this paper, we present research into how leaders in early childhood education and care (ECEC) in England conceptualise and respond to sudden and challenging circumstances at organisational and personal levels. A distinction is made in this paper between critical incidents, such as a fire in the kitchen, and crises whereby leaders need to respond to unexpected, long term and evolving events. Although the impact of Covid-19 pandemic was uppermos…
Perceptions of women senior leaders in the UK Higher Education during the Covid-19 pandemic
Studies suggest the COVID-19 pandemic disproportionately impacted women. Related research and literature suggest leadership approaches commonly associated with women are more effective during crises, a notion that we sought to explore in this study. This investigation explored how senior women leaders in the UK Higher Education exhibited leadership during the pandemic, whether their approaches had changed during this time and the impact leading d…
Political science (5 works) · Sociology (5 works) · Pedagogy (4 works) · Psychology (4 works) · Public relations (4 works) · Law (3 works) · Leadership style (3 works) · Educational leadership (2 works) · Higher education (2 works) · Medicine (2 works)