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Rana Alsmadi Randa Mahasneh 《International journal for the advancement of counseling》2011,33(3):161-171
The purpose of this study was to identify the degree to which Jordanian school counselors were seen by teachers and principals
to possess and display leadership behaviors related to Bolman and Deal’s (1997) transformational ‘four framework approach’ to leadership. This was based on the view that such leadership would relate to
counselors’ effectiveness in their roles. A questionnaire was administered to a sample of teachers and principals designed
to assess counselor leadership on four key dimensions (i) structural leadership, (ii) human resources leadership, (iii) political
leadership, and (iv) symbolic leadership. The results of the study suggest high levels of transformational leadership among
Jordanian school counselors as perceived by both teachers and principals. Principals assessed the levels more highly than
teachers, with a significant difference evident. The results also showed a significant difference based on geographic area
of the participants, even though those from all areas rated counselor leadership quite highly. 相似文献
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Fei Wang 《International Journal of Leadership in Education》2018,21(5):531-544
This study explores how school principals perceive subversiveness and how they exercise subversion to transform policies, regulations and practices that they believe are counterproductive. This qualitative research employed semi-structured interviews with 18 elementary and secondary school principals in Metro Vancouver. Role theory was used to guide the inquiry and data analysis. Research results show that school principals have mixed feelings towards subversiveness given its negative political connotations. Although the negative image seems to go against the normative role expectations of school principals, this does not deter principals from the attempt to exercise subversiveness when they think it is good for their students. Principals have employed various strategies in their subversive activities in order to succeed at their work. This study suggests that leadership is essentially a subversive activity from which change occurs. 相似文献
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How do educators become successful leaders? This qualitative study set out to learn more about The Lookstein Center ELAI program as well as mentoring and leadership training in general, with the hope of offering insights to other school leadership programs. The mentor-mentee relationship was seen to develop into a collaborative partnership, with the reflective relationships becoming enriching for both the mentor and mentee. The findings also emphasize the value of mentoring for midcareer educators. In addition, the importance of the cohort experience was stressed. Finally, unique to the ELAI program, location was viewed as a very influential aspect of this leadership training program for Jewish educators. 相似文献
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This paper is based on the Franklin Lecture given at the Guild of Educators on 17 November 2005 at the Bakers’ Hall, London. 相似文献
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Roger Booker 《Educational Psychology in Practice》2013,29(2):197-208
At a time of great change for educational psychology services in England, this paper reviews current theories of leadership and proposes how an integration of key aspects of these can be applied to support a self review of leadership practice, both by individual leaders and by services. The message from current theory is that in the midst of complexity and rapid change, a primary focus on the head of service is outdated; there should instead be a focus to develop the leadership capacity of the service as a whole. Key constructs considered are systems thinking, social identity, authenticity, and leadership as social construction. 相似文献
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领导的时滞理论是由伦西斯·利克特(Rensis Likerl)提出的。时滞是指因和果或一现象与另一现象中间的相隔时间。这种理论认为,领导与三组变量有关。第一组为因果变量,包括管理的哲学与政策,领导的能力等;第二组为干预变量,包括组织气候、人的动机和态度等;第三组为代表领导效率的终端变量,包括成本——利润率、学生的考试成绩、升学率等。在这三组变量中,领导的效率(即终端变量)直接与干预变量有关。因果变量虽然对领导效率有作用,但这种作用是通过建立良好的组织气候、激发人积极动机和帮助人们树立正确的态度等干预变量来实现的。因此,从领导行为的产生到领导效率的实现,需要经过一段时间,这段时间,是领导在干预变量上所花费的。这个理论告诉我们,领导要取得成效,除了要重视领导的哲学、政治、能力这些因素以外,应该把重点放在干预变量上,应舍得花时间和气力在影响领导效率的组织气候、人的动机和态度等因素上下功夫。领导尤其不应做一些“表面”文章来求得一时的效率,而要扎扎实实做好上述工作以求得稳定而持久的高效率。 相似文献
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This paper considers some of the new realities that are likely toaffect higher education, particularly those arising from developmentsin communication and information technologies. Four scenarios arepresented as illustrations of how higher education might change;some of the elements that make up these scenarios are alreadyemerging. The paper then explores the role that leadershipand governance play in helping institutions to address the newrealities, particularly as change impacts on institutional culture and functioning. 相似文献
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Tim Simkins Charles Sisum Muhammad Memon 《School Effectiveness & School Improvement》2013,24(3):275-291
There is a good deal of consensus in the literature about the key role of leadership – especially that of the headteacher – in facilitating school improvement. Yet much of the research in this area has taken place in Western industrialised countries. This article explores the issue of headship in the context of schools in a specific developing country context, that of Pakistan. Drawing on 2 studies of the experience of headteachers in Karachi, the article identifies and explores the key variables that may contribute to a sense of personal efficacy for these heads, namely the expectations generated by the national or community culture, the powers and accountabilities generated by the school system in which they work, and their own individual personalities and histories. 相似文献
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Schools in Western cultures, including Israel, have been transformed from closed to open systems. This change is especially important to the principal’s role and leadership style. This article seeks to investigate the cultural-religious differences in Israeli Jewish principals’ leadership styles. Data were collected from 1,859 teachers, 34% from ultra-Orthodox schools, 50% state-religious schools, and 16% from state-secular schools. Regression results support the study's main hypotheses: cultural-religious orientation explains participative and transactional leadership styles but not transformational leadership. We discuss the implications of these findings for both theory and practice. 相似文献
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Erwin L. Shaver∗ 《Religious education (Chicago, Ill.)》2013,108(5):367-377
The 51 abstracts of doctoral theses printed below were sent to the Bureau of Research of the National Council of Churches for abstracting in Religious Education since the last series of such doctoral abstracts was printed in this journal (see Religious Education, Vol. 56, pages 359–382, 1961). The abstracts here printed have been substantially limited to studies containing explicit reference to current educational processes, procedures, and personnel in religious institutions. Persons interested in reviewing complete dissertations usually may obtain these in one of two ways. The school granting the degree will either loan complete dissertations to local libraries on interlibrary loan, or it will direct interested persons to ordering that dissertation on microfilm. Readers are reminded that an indispensable library resource for obtaining information on available doctoral theses from many of the major academic institutions is Dissertation Abstracts. Please do not address requests for dissertations to this magazine or to the National Council of Churches 相似文献
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This work describes how teacher education programs can inform teachers' knowledge and practice of leadership. We introduce a leadership typology to illustrate how teachers can lead organizational reform for pedagogical excellence and socially just practices. The model provides teacher educators ways to identify and resolve conflicts generated by imparting innovative pedagogies to teachers who in turn use them in antiquated and inequitable school environments. The model can also be used to develop teachers' professional knowledge of the contexts that mitigate or marginalize their leadership potential. Several examples from current teaching practices in teacher education are used to illustrate how teachers develop leadership knowledge. 相似文献
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The Urban Review - This narrative inquiry study presents the stories of five urban public school principals who continually enact and engage in praxis around school/family engagement as their... 相似文献
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Franziska Zellweger Moser 《Tertiary Education and Management》2013,19(2):141-152
Through case study research critical leadership and management tasks are identified regarding the integration of educational technology in teaching at research universities. The institutions studied, regardless their different characteristics and approaches, face common difficulties in engaging ‘second‐wave’ faculty. Furthermore, the coordination of different support units such as edtech centres, IT support, teaching and learning labs or the libraries to offer well‐rehearsed educational technology services is challenging. Strong leadership is critical to motivate faculty and to assist support units to overcome sub‐cultural differences. Similarly, solid management practice is indispensable. Incentive, reward and support structures need to be adjusted to new realities and a well coordinated workflow needs to be designed. 相似文献
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ZHANG Ya-juan 《海外英语》2012,(3):21-22
Based on the comparison of different teacher leaderships at present, this article elaborated how the transformational teacher lead ership functions effectively in ESL/EFL classrooms. With the discussion of the prerequisites and the characteristics of the transformational teacher leadership, the writer also described how teachers could achieve this leadership in their classrooms and bring impact on student self-awareness, self-development, and their learning success. 相似文献
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Roberta E. Rikli 《Quest (Human Kinetics)》2013,65(3):287-309
Motivated by her belief in the contributions of physical activity to the “good life” for all people, Amy Morris Homans was infl uential in the development of physical education as a viable and respected academic field of study in higher education. Over the past 100 years, however, as the field faced pressures to become more scientific, it has become increasingly decentralized into subdisciplinary units, thus, losing much of its unified mission and focus as an integrated field of study in academia. This fragmentation, along with the lack of an “umbrella” professional association or organizational home for the field (now most commonly called kinesiology) has hampered the field's ability to gain national recognition as a disciplinary field of study, its effectiveness as a political voice, and its ability to conduct the kind of cross-disciplinary research needed to best address important questions and issues in the field. Such overspecialization, together with a lack of a common name and common purpose, has raised concern about the field's identify and importance in higher education, with program cuts continuing to be the unfortunate result at a number of major universities. This paper addresses the importance of reconnecting the field and suggests a possible strategy for developing a new umbrella professional association dedicated to the unification and advancement of the field. 相似文献
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Anjalé D. Welton Katherine Cumings Mansfield Pei-Ling Lee 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):481-509
There is limited research on quantitative differences between men and women’s experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited statistical significance in terms of gender differences in programmatic supports and scholarly progress. However, women experience feelings of self-doubt due to negative experiences with advising and mentoring, including difficulties making connections to a quality mentor. Furthermore, both female and male participants shared common definitions of what constitutes quality mentorship and believed mentorship was important, but lacking in varying degrees. Finally, all participants agreed that their educational leadership preparation programs should provide additional support in terms of writing and research development. Participants also shared important recommendations for strengthening mentoring experiences as well as future research methods and foci. 相似文献
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《The Journal of educational research》2012,105(2):71-74
AbstractProcess of acquisition of grammar was studied with 320 children randomly selected from 2nd, 4th, and 6th graders in three schools representing different socioeconomic backgrounds. Ss were individually presented 6 nonsense sentences and asked to guess the meaning of a stimulus word planted in each sentence. Two types of cues, grammatical "signal" and "signal plus syntactic position," were provided to suggest three parts-of-speech (noun, verb, and modifier). Responses were classified either as homogeneous (proper grammatical identification) or heterogeneous.No difference was found in frequency of homogeneous responses with regard to children's socio-economic background. Significant differences were associated with increase in cue information and with increase in age. 相似文献