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1.
The National College for School Leadership (NCSL) was launched in 2000 with a remit to supervise and further enhance educational leadership development initiatives in England and Wales. Its corporate plan for 2003–07 set out a series of key objectives, which include a commitment to demonstrate the impact of the NCSL on school leadership. Some empirical evidence is beginning to emerge regarding the efficacy and impact of programmes delivered under the aegis of the NCSL but systematic studies of the ways in which school effectiveness is enhanced in schools that have been subject to multiple interventions in leadership development are less visible in the literature. This article reports on a study that included both a questionnaire survey and case studies of 10 schools which required school leaders, at all levels from middle managers to headteachers, to reflect on the impact that national programmes, both individually and cumulatively, were having on their personal professional development and on their schools as a whole. Findings of the study suggest that there is evidence that national leadership programmes are impacting positively on leadership in schools although the level of impact appears to be variable across programmes. The paper is offered as one contribution to the International Study of the Preparation of Principals (ISPP) project based at the University of Calgary.  相似文献   

2.
This paper reports some of the findings from an evaluation of the New Visions programme, piloted by the National College for School Leadership in 2002–2003. The programme is targeted at school leaders in their first three years of headship and has a strong emphasis on experiential learning. The evaluation evidence is deployed against an earlier literature review on leadership development in education. The findings show that participants were mostly very positive about their New Visions experience. The conclusion suggests that the process-rich approach of New Visions could be widened to include other leadership development programmes, within and beyond NCSL.  相似文献   

3.
With increasing school autonomy, often coupled with greater accountability requirements, school leaders are increasingly responsible for new human resource management tasks. Policies to improve the teaching workforce, therefore, cannot do without policies to improve the school leadership profession. Teachers' effectiveness depends, among others, on effective school leaders who shape teachers' working environment and influence their motivations. Furthermore, as recent research indicates, school leaders are the second most important school-level factor affecting, even if mainly indirectly through their influence on teachers, student learning after classroom instruction. Considering the role school leaders play for the effective school-level management of teachers and for teaching and learning through their pedagogical leadership, it is essential that school leaders are adequately prepared and supported for their role. As part of their school reform programmes, more and more countries have been introducing a range of evaluation and assessment policies to improve school, school leadership and teaching practices. The individual appraisal of schools leaders and teachers is a key component of evaluation and assessment policies. This article explores if, and how, individual school leader appraisal can develop school leaders' pedagogical leadership, a key element of which is teacher management. It analyses the policy approaches of several European countries and the extent to which formal frameworks in these countries focus on developing pedagogical leadership. The article concludes with ideas for policy to strengthen appraisal as a tool to improve school leaders' practices and behaviours and their competencies for pedagogical leadership and teacher management.  相似文献   

4.
This paper provides a review of school leadership preparation and development in Australia through considering the requirements for becoming a principal, how leadership preparation and development occurs, and consideration of recent developments to provide an Australian standard for school leaders. Australian educators have relied mostly on a self-identification and self-managed system in which individuals decide that they want to pursue leadership opportunities and then seek out the support and experiences to help them. Support is available and provided through system, university, and service organization programmes, and the support of colleagues and senior leaders in schools. Whilst there is an extensive range of support provided by systems, universities and service organizations, there is little evidence of their impact on schools. At the school level there needs to be far greater support in identifying and developing leaders. Developments in creating a national leadership standard might lead to some type of credentialing programme that could allow individuals to benchmark their development, and ensure that preparation and support programmes are of the highest quality. An alternative view is to reinforce greater individual responsibility for leadership development and career progress, encourage schools and systems to focus less on individual leadership and more on collective leadership, and consider more innovative ways of providing leadership development.  相似文献   

5.
Empirical studies have shown that although leadership shares similar practices across East and West, some practices have inherently distinguished socio cultural characteristics. Understanding these characteristics is important in Asian contexts since socio-cultures are a major power in determining the success or failure of a change process. This study sought to explore and identify local leadership practices influenced by socio-cultural factors through in-depth interviews with principals and teachers from six different senior secondary schools in Malang Regency, Indonesia. Key local practices were identified: monitoring learning hours, improving the welfare of teachers, focusing on students’ character building, encouraging students’ participation in extracurricular programmes, increasing standards, and building partnership with stakeholders. Although some of the practices are similar to those recognised by empirical studies done in Western school context, others reflect local leadership practices influenced by school conditions, social practices, and economic factors. The findings imply that in Indonesian schools, practices of leadership are directly and indirectly dictated by the policies regulated by the government. This strong influence of government can be the impediment for school leaders to make necessary initiatives to promote instructional improvements in their schools.  相似文献   

6.
ABSTRACT

Background: While the school leader’s role is undoubtedly instrumental in school effectiveness, the specific influence of formal leadership on pupil learning is indirect and can be difficult to determine. Research findings suggest that school leaders can influence school organisation and pupil learning by acting catalytically, thus unlocking their schools’ existing potential. In school-based development, school leaders and their staff undergo a workplace development process, using school resources to contribute to it.

Purpose: This article explores the concept of leadership in school-based development, focusing on leading teacher learning processes in relation to pupil learning. The research problem is formulated in the following question: How is the school leader’s role enacted and experienced when enhancing teachers’ learning in school-based development? The intent of the study was to further the understanding of leadership in school-based development.

Sources of information and method: A qualitative interview study was conducted with teachers and leaders from three lower secondary schools, roughly 2 years after the schools participated in a formal school-based development project which was initiated by the Norwegian education authority. To present the findings based on the collected data, narrative texts were constructed.

Findings: The findings draw attention to the importance of leaders’ participation in the teacher learning processes of school-based development. The study highlights the importance of leaders building trust in their schools: development processes must be collegium-rooted with common goals for the whole school. The interplay of culture, structure and content is found to be necessary for successful school-based development. Furthermore, school leaders need to balance internal and external accountability, moving school practices towards local goals, which are constructed within national overall aims.

Conclusions: The study suggests that leaders require an overview of developmental processes to manage to support and progress development; leadership needs to be distributed. Further research on leaders’ learning in relation to school-based development can generate knowledge that serves as a thinking tool, thereby informing leaders’ actions in support of school-based development.  相似文献   

7.
In July 2002, the National College for School Leadership (NCSL) held a 'Leading Edge' seminar focused on the contribution that leaders in special schools can make to the development of Inclusive policies and practices. The day gave colleagues working in specialist contexts an opportunity to share examples and experiences of current initiatives and to speculate about future trends and developments in inclusive education. In this article, Robin Attfield and Chris Williams, Assistant Directors in Programmes and Research respectively at the NCSL, explore the context in which the seminar took place and some of the themes and issues that emerged from discussion on the day. At the end of their paper, they summarise the key messages that the special school leaders who attended the seminar wished to communicate to a wider audience and articulate a further role for leaders in special schools in the development of inclusion.  相似文献   

8.
For school improvement, more teachers need to function as leaders. Understanding the various dimensions of teacher leadership is requisite knowledge for encouraging the development of more teachers as leaders. Teacher leaders can fulfill multiple roles as they encounter obstacles in schools. The author addresses the challenge of supporting teachers in leadership roles, presents a model, and recommends ways for administrators and teacher educators to shape teacher leaders.  相似文献   

9.
In China, the university-school partnership (USP) is a community of continuous professional development (PD) for teachers, involving teacher educators who visit schools. This study explores teachers’ personal factors, school working conditions, and principal leadership in order to explain differences in teachers’ learning when they have participated in the training program. Using a one-group pretest-posttest design, 375 teachers from 12 primary schools in Shanghai participated. Their learning performances are measured by changes in their teaching quality as evaluated by their students. Results of regression analyses show that teachers generally receive higher scores on teaching quality after the program than before. Three factors are significantly and negatively related to the changes in quality: teachers’ educational level, the extent to which teachers feel emotional pressure in their profession, and the support from their school principal. Implications for school leaders and policymakers are discussed.  相似文献   

10.
Concerns about leading ethnically diverse urban schools imply that principals of color may play an important role in accomplishing their schools' goals. Findings from this study revealed that in areas of image management and relationship development, teachers of color and European American teachers in urban schools perceive their principals' leadership differently. Results revealed that (a) leaders of color were critical in creating an inclusive school among groups of ethnically diverse groups of teachers; (b) due to their racial affiliation, leaders of color played an important role in recruiting and retaining teachers of color; and (c) leaders of color were responsible for ensuring that European American teachers were culturally responsive to students of color.  相似文献   

11.
Barker argues that in England under New Labour, school leaders and teachers have been ‘bastardised’ and suggests that the situation in 2010, with a general election afforded an opportunity in education policy for the ‘pendulum to swing’. In this article, the key points about ‘bastard Leadership’ are briefly summarised. The article then develops a view of schools as sites of complexity and ‘wickedity’ as an alternative to the linear reductionist approaches of managerialists. These two perspectives present the extremes of a spectrum against which the trajectory of school leadership can be viewed as it emerges from the New Labour years and is now being developed by the Coalition Government. Evidence from ministerial speeches and the Coalition Government's flagship White Paper, The Importance of Teaching, are used to examine key issues of freedom and trust, reducing bureaucracy and increasing autonomy for schools as ways of exploring the extent to which the new government's policies on school leadership are, or are not, moving away from those of their New Labour predecessors.  相似文献   

12.
New teachers enter schools with already established beliefs about principals.This paper reports on the nature and primary influences on what a group of Hong Kong pre-service teacher participants believe about principals. The nature of beliefs reflect underlying personal constructs that relate to interpersonal communication and management. Influences include past school principals, school leaders and parents. Beliefs were attained using a modified personal construct interview and analyses of participant stories. Findings highlight a close association between the leadership/management style of the principal whom participants would like to be and mothers, and the interpersonal behaviour of fathers and the principal whom participants would not like to be . The authors argue that reforms are needed in the course design of teacher education, teacher induction and programmes of professional development for principals. These reforms must address the influence personal history has on an individual's thinking about teaching, interpersonal communication and leadership - a reform process that begins with teacher educators and principals reframing their beliefs and associated practices.  相似文献   

13.
This article explores the social and professional dynamics “when teachers face teachers” seeking to impact colleagues’ instructional practices to improve student learning. Specifically, it examines a group of 40 teachers leading staff development sessions at their schools in an effort to bring more literacy strategies into the pedagogies of disciplinary teachers. Drawing from the research on distributed leadership and teacher leadership, the study looks at how three factors impact teacher leaders: (1) the actions of the principal; (2) relationships among teachers; and (3) teachers’ own beliefs about leadership.

Using primarily qualitative methods, supplemented by pre‐and‐post quantitative survey data, the study found: strong administrative and collegial support for teacher leadership, the use of savvy and emotionally attuned leadership techniques by teachers, and overall impactful sessions. However, not all school environments were conducive to teacher leadership. The article concludes with suggestions for better utilizing teacher leaders for the local enhancement of education reforms.  相似文献   

14.
As the demand for schools to become more effective and efficient learning communities increases, the need for principals to cultivate broad‐based, skilful participation in the work of leadership is essential. It is important for educational leaders to recognise the significance of their role in technology implementation and utilisation. They should be proficient in the use of technology and then provide leadership in the use of technology for administrative, instructional, and learning functions. Relatively few studies have empirically examined the level of computer use by principals, their perceived computer competence and their leadership style. This paper will report on these issues from an initial analysis of baseline data gathered from 30 secondary school principals in Tehran, a large province in Iran. Findings indicate that school principals spent a few times a week working on their computers and they had moderate levels of information technology competency. This paper also suggests that transformational leadership can help school leaders increase successful use of technology in schools. Hence, policy makers must design professional development programmes, such as leadership studies, in order to teach the components of transformational leadership: idealised influence, inspirational motivation, intellectual stimulation and individual consideration to future administrators.  相似文献   

15.
This article explores commonalities in the lives and work of women head teachers in Malawian secondary schools and women principals in Australian Lutheran schools. In both Australia and Malawi women are under-represented in school leadership and often appointed to complex schools and communities. We commence with a brief discussion of Malawi and Australia’s political and educational histories which have much in common, before outlining current selection policies for school leadership. The second part of the article explores women leaders’ initial and ongoing challenges in relation to their school systems, daily work and domestic lives. The final section focuses on their perspectives of current strategies to address women’s under-representation as leaders in their respective school systems. Notwithstanding the stark contrast in socio-economic contexts, we highlight enduring transnational inequalities in women leaders’ lives and work in Malawian secondary and Australian Lutheran schools.  相似文献   

16.
ABSTRACT

This study aims to identify different applications of distributed leadership at high schools in the State of Kuwait from teachers’ perspectives. These applications include the supervision process, delegation of authority, school development, decision making and community partnership. A quantitative design has been employed, and data has been collected through questionnaires that included five main dimensions. The study sample consisted of 1210 high school teachers at six educational areas in Kuwait. The degree of practicing distributed leadership in Kuwaiti schools was low. The degrees of application related to distributed leadership in the supervision process and delegation of authority were medium. However, the degrees of application related to distributed leadership in the development of school, decision making and community partnership were also low. The study has concluded that training programs are needed for school leaders in Kuwait.  相似文献   

17.
Considering that some university-based principal preparation programmes may not be properly training principals for leadership roles, “grow your own” leadership development programmes have become more popular across the US. This study provides a contribution to previous research in terms of the specific components a district leadership development programme may incorporate into its curriculum in order to positively influence school principals’ effectiveness as school leaders. A purposeful sample of second-, third- and fourth-year campus principals working in a large urban school district in the south-west region of the US who had participated in their district’s leadership development programme were administered the Principal Effectiveness Survey and participated in semi-structured interviews to examine the influence of the programme on the participants’ effectiveness as leaders. Survey results indicated that principals consider training activities related to human capital, executive leadership, school culture and strategic operations as having a “high” influence on their effectiveness as school leaders. In addition, interview data revealed the importance of supervisor support and building relationships with peers as critical to their continued success as leaders.  相似文献   

18.
In this article we discuss how school leaders address challenges when implementing innovative international education curricula, namely International Baccalaureate (IB) programs. Specifically, we frame challenges in curriculum implementation of and transition between IB programs from a “disconnection” perspective. We have often noticed when innovative programs are parceled together without preparation and thrust at great speed at schools, they become disconnected. The hasty implementation of multiple IB programs simultaneously at a school also causes disconnection. Drawing on extensive interview data from principals, mid-level leaders, and teachers in five IB schools adopting multiple IB programs in Asia, we detail curriculum disconnection facing IB schools and how school leaders, including teacher leaders, address such challenges by weaving various disconnected points, namely instrumental, intellectual, cultural, professional, and communicative disconnections. Based on findings from the multisite case study, we argue that school leaders in the case of IB schools adopt a range of leadership strategies to weave disconnection points. We reframe the leadership strategies as two aspects of distributed leadership: distributed instructional leadership and teacher leadership. In conclusion, we suggest that a central facet for successful leadership of IB schools that adopt multiple IB programs is about finding, focusing, and facilitating ways to address disconnections in curriculum implementation of and transition between different IB programs.  相似文献   

19.
The implementation of a new school type has changed the context of school leadership in Austrian lower secondary schools. An interview study with 25 secondary-school leaders was undertaken. The goal of the study was to inquire how school leaders conceptualise their role in the local policy adaptation of a centrally driven reform. The results indicate that school leaders saw themselves as double agents in facing increasing demands from within and without schools for legitimating their work. Neo-institutionalist theory is used for explaining the role of school leaders as gap managers. The concept of gap management is deployed for describing the role of school leaders as balancing multiple and contradictory interests at school and among local actors such as teachers, parents, students, and community partners.  相似文献   

20.
This paper considers the professional responsibility of schools in England to provide effective induction practices in the context of a central government mandated policy. It looks at individual schools as ‘habitats’ for induction and the role of school leaders and LEAs as facilitators or inhibitors. Notions of professional responsibility and public accountability are used to analyse the small number of ‘rogue’ school leaders who, within the new legislative framework, treat new teachers unprofessionally and waste public resources. A typology of ‘rogue’ schools that are in some way deviant in transgressing induction requirements is developed and the various sanctions that can be deployed against such schools are examined. How LEAs handle their monitoring and accountability role and manage deviant schools is considered. Finally, suggestions are made for improvements, such as the need to clarify professional responsibility and refine systems of professional accountability.  相似文献   

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