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1.
Erwin Katewa 《Africa Education Review》2019,16(2):69-89
This article uses the lens of self-leadership to understand the leadership practice of school principals in the Kavango region of Namibia. Self-leadership emphasises the focus on leading the self to enhance one's leadership in the organisation. Self-leadership will always function with other leadership styles; hence, the article uses instructional and distributed leadership styles to understand the possibility of principals having an influence on the improvement of academic quality in schools. This article explores how six secondary school principals in the Kavango region have employed self-leadership styles to improve and sustain the performance of learners. The study adopted a qualitative method that examined the selfleadership of the six school principals in the Kavango region. The data were collected from the six principals and two teachers of each school by using semi-structured interviews. The findings showed that school principals unknowingly employ self-leadership in their schools and in the process use distributed leadership together with instructional leadership to collaborate and share their leadership with teachers. 相似文献
2.
José Weinstein 《School Effectiveness & School Improvement》2013,24(4):651-670
The Chilean education system is an emblematic case of school management privatization, with the majority of schools operating under government funding, but private administration. This article addresses the incidence of this dimension on school leadership, showing the differences and continuities established among primary school principals in the subsidized private and municipal sectors. The conclusion is that private school administrators do not recruit principals on a competitive basis, as a result of which these principals do not present a more developed professional profile, and that merely having more duties for executing the principal position – as happens in subsidized private schools – is not enough for an effective development of practices evidencing improved school leadership. These conclusions challenge the statement frequently expressed, but lacking sufficient empirical evidence, that the greater autonomy in school management encompassed by privatization will positively impact on school leadership and, therefore, on educational improvement. 相似文献
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School leadership is fundamental to the educational functioning of schools and their improvements of results. The study employed a qualitative approach to explore school principals’ leadership styles and the educational performance of learners in high- and low-performing schools in Vhembe District, Limpopo, South Africa. The participants were purposefully selected from 10 secondary schools in terms of their performance. Focus group interviews were conducted with five teachers from each school. The interview data was transcribed and analysed, and identical patterns of coded data were grouped together under emerging themes. The overall results of the study indicated that the democratic leadership style together with the transformational leadership style contribute to high educational performance of learners. School principals from high- and low-performing schools employ a democratic leadership style and differ only in the sense that the latter are permissive or lenient towards learners’ behaviours or conduct. The study recommends that school principals engage teachers as members of a disciplinary committee in order to deal with those learners whose conduct is not conducive to successful teaching and learning. It is recommended that school principals from low-performing schools strengthen their democratic leadership by not being lenient to learners’ behaviour which is not conducive to successful teaching and learning. 相似文献
5.
校长课程领导力是学校课程发展、教师专业发展与学生素养提升的重要保障。基于校长课程领导力的概念解读与维度分解,研究探讨了校长课程领导力的构成要素以及作用机制。以中小学校长为调研对象,采用描述性统计、PLS-SEM分别进行现状分析与模型检验,探究校长课程意识等对课程领导效能的关系。研究发现:中小学校长的课程规划与管理能力较强,课程意识与课程评估能力则较为薄弱;校长课程管理能力与课程评估能力直接影响课程领导效能,而校长的课程意识会经由六条中介作用路径正向影响课程领导效能。基于以上研究结果,提出了注重校长课程领导力培训的科学精准、加强对校长课程领导情智要素的实证研究、构建基于叙事的校长课程领导力提升机制的建议。 相似文献
6.
Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ principals, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. Twenty-six criteria were identified and grouped into four main principal quality criteria on the basis of statistical analysis: Collaborative interaction and school development; Student centred education; Cooperation with local society; and Proactive leadership and continuity. This categorization both supports existing research on ESD quality criteria and highlights new criteria that are important but were previously unrecognized. Trends in the identified quality criteria are discussed and related to prior research in order to identify potentially fruitful school leadership and management for implementing ESD at the school organisational level. 相似文献
7.
This paper examines the enactment of instructional leadership (IL) in high-performing secondary schools (HPSS), and the relationship between leadership and learning in raising student outcomes and encouraging teachers’ professional learning in the highly centralised context of Greece. It reports part of a comparative research study focused on whether, and to what extent, IL has been embraced by Greek school leaders. The study is exploratory, using a qualitative multiple case design to examine two HPSS in Athens. The research design involved a qualitative approach using several different methods, including semi-structured interviews with school principals, deputy heads, subject teachers and subject advisers, plus observation of leadership practice and meetings and scrutiny of relevant policy documents. The findings show that IL is conceptualised as an informal collaborative leadership practice, interwoven with the official multi-dimension role of Greek principals and their ‘semi-IL’ role. In the absence of official IL ‘actors’, teachers’ leadership has been expanding. 相似文献
8.
Vusi Mncube 《Journal of educational administration and history》2009,41(1):29-43
This article explores governors’ perceptions of the role played by school principals in the democratic governance of secondary schools in South Africa. The South African Schools Act No. 84 of 1996 has mandated that all public schools in South Africa must have democratically elected school governing bodies, comprised of the principal (in his or her official capacity), educators, non‐teaching staff, parents and learners, but the latter is applicable only in secondary schools. This reform is intended to foster tolerance, rational discussion and collective decision‐making. In the light of this reform an empirical study investigated the role of the principal in the school governing body (SGB), particularly in promoting parent and learner participation in SGBs. The findings highlighted the important functions that principals fulfil with regard to the functioning of the SGB. Principals are viewed by governors as playing a positive role in SGBs. Governors referred to principals as ‘the finger on the pulse of what is happening at school’; they are resource persons for other members of the SGBs and ‘the engines’ of the schools. Governors viewed the principal as in charge of the professional management of the school, ensuring that all duties are carried out adequately, setting the tone in SGB meetings, and responsible for interpreting education policies and ensuring that they are well implemented. Furthermore, principals have the responsibility of ensuring the maximum participation of both parent and learner governors in SGBs meetings. Principals can also contribute greatly to school governance issues, since they are usually at an advantage in terms of their familiarity with official regulations, provincial directives and knowledge of educational reform measures. The findings highlighted persistent power struggles in rural schools that may arise when principals overplay their roles as this creates tension among SGB members. However, principals enabled implementation of democratic values such as tolerance, rational discussion and collective decision‐making in schools through their leadership roles. 相似文献
9.
Sadegul Akbaba-Altun 《Education and Information Technologies》2004,9(3):255-270
The aim of this research is to explore what elementary school principals' roles related to IT classrooms were, and how school principals perceived their roles as well as what expected from them. This research was conducted in a small city situated in the west Black Sea region of Turkey. Seventeen schools with information technology classrooms were selected for this research. The participants in this study included seventeen school principals and fifteen computer coordinators. One central office computer coordinator and a regional representative participated in the study as key informants. The primary sources of data included semi-structured interviews and official documents. The self-reported IT related roles of Turkish elementary school principals included facilitation, staff development, and communication. The expected roles, on the other hand, included leadership (instructional and technological leadership), supervision, communication, staff development, planning, coordination, public relation, empowerment, ethics, and security. 相似文献
10.
在学校改进中,校长的领导力起着关键作用,其中,浇铸理念、创建愿景、凝练信任、分享权力是学校改进取得成功的重要领导力。这些领导力使校长能倾听自己的声音,给团队成员以动力,促进团队成员精诚合作,为团队成员提供发展的机会。学校改进是内生式的发展,大学研究者是校长及其学校团队的合作伙伴。学校始终处于变革之中,改进没有起点和终点,每一个针对学校问题的思考与行动都是学校改进的生长点。因此,校长的领导力提升是学校改进的重要内容。 相似文献
11.
Over the past 30 years, school principals have been exhorted to articulate a clear vision as a key tool for stimulating the improvement of teaching and learning in their schools. Over the past decade, as school systems have sought to distribute leadership more broadly within schools, the same imperative has applied to middle-level leaders. Indeed, a key assumption underlying the move towards sharing leadership responsibilities more broadly has been the belief that this would strengthen collective efforts and reduce the gap between goals and outcomes. Yet, to date, there have relatively few investigations of the extent to which middle-level leaders are contributing to school improvement efforts. This study sought to understand how shared vision within school management teams (SMTs) impacts teacher commitment and teacher support for students through school alignment and coherence. Dyad survey data were collected from 411 SMT members and 559 teachers at 32 primary schools in Hong Kong. Results indicated that shared vision in SMTs is positively related to teachers' perception of school alignment and coherence, teachers' commitment and teacher support to students. Theoretical and practical implications of findings are discussed. 相似文献
12.
影响学校改进、提升与发展的领导文化 总被引：1，自引：0，他引：1
学校领导是学校战略的部署者,也是学校文化的引领者.目前我国薄弱学校领导与管理存在两个极端表现:一是校长的颁导太少、管理太多,二是学校管理粗放、无序、随意.研究表明,领导文化是影响学校改进、提升与发展的学校文化之一.构建领导文化应体现以下四大特点:专业引领的基本范式,多元分权的民主思维,精细管理的实践模式,追究问责的评价机制. 相似文献
13.
Michelle Jones Donnie Adams Mabel Tan Hwee Joo Vasu Muniandy Corinne Jacqueline Perera Alma Harris 《Asia Pacific Journal of Education》2015,35(3):353-365
This article outlines the findings from a contemporary study of principals' leadership practices in Malaysia as part of the 7 System Leadership Study. Recent policy developments within Malaysia have increased principals' accountability and have underlined the importance of the role of the principals in transforming school performance and student learning outcomes. This article draws upon emerging empirical evidence about principals' leadership practices and highlights some of the challenges associated with the new accountability expectations and demands placed upon principals in Malaysia. It provides a contemporary insight into the way in which principals in Malaysia view their leadership practice. The article proposes that despite the pressure on them to secure better school and student outcomes, principals in Malaysia increasingly view their leadership practices as transformational and distributed. 相似文献
14.
A growing body of research has emphasised the importance of school leadership practice for quality improvement in schools. Yet, little attention has been paid to the investigation of how principals reshape their leadership role and leadership practices when schools reorganise the leadership team with the purpose of increasing the number of formally assigned leaders. As such, this study provides additional insight into how moments of transitions may reshape institutional logics regarding principal leadership practice. Drawing on interviews and contextual observations of five principals in lower secondary schools, framed within a distributed perspective and theory of sense-making, we address this issue by demonstrating that regulative changes influence the normative and cognitive aspects of institutions. We argue that principals re-conceptualise leadership when they move from being solo leaders to sharing leadership, and this allows for subjective interpretations. We have identified two approaches for principal leadership practice which the reorganised leadership team can provide – the exchanging information – and collaborative discussion approaches. 相似文献
15.
农村学校信息化建设是一项系统而复杂的工程,影响因素很多,其中学校管理者特别是校长的信息化领导力是关键。从校长信息意识与态度、信息化知识与技能、信息化管理水平、学校的信息化投入、信息化制度、信息化文化等六个维度入手,分析农村中小学校长信息化领导力现状,并根据其存在的问题,提出进一步提升农村校长信息化领导力的建议。 相似文献
16.
近年来,胜任力的研究以及在教育、管理等领域的应用得到了越来越多的关注,但对于成人学校校长胜任力的研究却寥寥无几。本文在论述成人学校校长的角色基础上,通过比较分析中小学校长、大学校长以及企业管理者的胜任力,从理论上确定了成人学校校长胜任力的构成要素,提出成人学校校长胜任力包括教育引领力、领导与管理能力、服务导向、经营意识、道德影响力和人格魅力等六大要素构成。 相似文献
17.
中学校长领导力的提升对教学质量的提高和学校的发展有举足轻重的作用,而国外对此有比较系统的研究。文章分析了国外中学校长领导力的提升策略,包括引领变革、分布式领导、建立组织合作伙伴关系和持续的专业发展等,并由此提出提升我国中学校长领导力的启示,为我国中学校长领导力的提升提供参考。 相似文献
18.
Leadership gained a lot of attention during the past decades because of school principals' growing responsibilities and the accountability-driven context they work in. However, reviews providing a general overview of effective school leadership theories and effective professional development are rare. The present review was conducted to summarise the existing literature and discover lacunae in school leadership research in preschools, primary and secondary schools. 75 studies focusing on leadership theories, characteristics of effective school leadership and school leaders’ professional development were included and analysed. The present article provides an overview of main leadership theories such as instructional leadership, situational leadership, transformational leadership, distributed leadership and Leadership for Learning. Second, the article focuses on the characteristics of effective school leadership and lastly, the review offers features of effective professional development activities for school principals. 相似文献
19.
This paper presents a synopsis of selected findings from a co-constructed professional Doctorate in leadership in education. In Ireland, as elsewhere, primary school principals meet the challenges of teaching, community leadership and on-site management in an era of continual change. Formalised leadership acculturation processes are as yet relatively unformed in Ireland and school leadership at local level is arguably an embryonic concept. In most cases therefore, Irish principals meet leadership challenges with limited or no formal preparation. Against this backdrop, a diverse group of 31 primary school principals generated data from the self-observed minutae of researcher-driven diaries and from a colourful spectrum of personal reflections in follow-up semi-structured qualitative interviews. Coding in NVivo and the querying of emergent themes through conceptual frameworks provided detailed evidence of a myriad of daily activities. This paper offers an exploration, in narrative form and with supporting evidence, of principals’ experiences of the perpetual motion of administration, dealing with the unexpected and interacting with staff. The daily practicalities of school governance and community leadership demanded a considerable investment of time and personal interest, to the point that boundaries between principals’ personal and professional lives blurred significantly. Evidence pointed once more to a generally held understanding that life’s journey as a school principal is demanding but worthwhile. 相似文献
20.
Cristina Moral Ana Martín-Romera Estefanía Martínez-Valdivia Marta Olmo-Extremera 《School Leadership & Management》2018,38(1):32-52
The paper we present here is part of the International Successful School Principalship Project (ISSPP), which is designed to analyse the characteristic traits of successful leadership in different contexts and countries [Day, C., and K. Leithwood. 2007. Successful School Leadership in Times of Change. Dordrecht: Springer-Kluwer; Day, C., and D. Gurr. 2014. Leading School Successfully. Stories from the Field. London: Routledge]. One subgroup of the Spanish research team participating in the ISSPP at the University of Granada has contributed to the project by carrying out a comparative study of the type of leadership for learning at four secondary schools in disadvantaged contexts. Following ISSPP data collection protocols and using a category system specially designed to analyse the leadership for learning carried out by the four principals, the results show that four secondary schools have principals with a similar traits, dispositions and value systems; however, the secondary schools with the best academic results employed practices and strategies more closely associated with leadership for learning than schools with poorer academic results. The data provided by this study confirm the traits and strategies that the ISSPP has been identifying in successful principals in disadvantaged contexts in various countries. It also serves as a source of reflection and discussion on the type of leadership for learning present in some disadvantaged secondary schools in Spain. 相似文献