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1.
Leadership development is a key issue for success in leading educational reform and school improvement. Demands for more flexible, responsive, and enterprise‐driven schooling require that school leaders can create the kind of conditions which sustain vigorous processes of continuous school improvement. To meet this requirement, school leaders must be in command of a broader range of leadership and management expertise than was traditionally required of them. The changing environments make it essential for school leaders to have a high level of awareness of their preferences for leadership development and a commitment to improve their professional performance. This paper discusses findings of a survey‐based study of school leaders’ attitudes and preferences for professional development in Western Australia. Surveys conducted among principals and deputy principals of primary (n = 233) and secondary (n = 180) schools reveal some important similarities, as well as differences, in the extent to which primary and secondary school leaders have recognized the potential for work‐based and peer‐assisted learning.  相似文献   

2.
ABSTRACT

The instructional leadership approach expects school leaders to give top priority to ongoing improvement of teaching quality and academic outcomes. Researchers have found that despite the top-down pressures to assume an instructional leadership role, school principals demonstrate limited direct involvement in such leadership. The current qualitative study, based on semi-structured interviews, aimed to expand inquiry into inhibitors of instructional leadership in Israeli principals. Data analysis uncovered that Israeli principals’ perceptions served as key inhibitors of instructional leadership, identifying three main perceptual inhibitors: (1) perceptions regarding principal-teacher relationships; (2) perceptions regarding the role of the principal; and (3) perceptions regarding the goal of schooling. These findings expands the available knowledge by illustrating how for Israeli principals, the inhibitors of instructional leadership did not only involve the constraints and capabilities of school principals but also deep disagreements with the conceptual framework that underpins instructional leadership. Implications and further research are discussed.  相似文献   

3.
The aim of this study is to explore what aspects the principals and the members of the management teams in the primary and upper secondary education schools in Vantaa support distributed leadership in their school and how necessary they see that distributed leadership is extended to the students in matters concerning the curriculum and the development of teaching practices. The research method was a survey based on a questionnaire of 48 questions, where the respondents evaluated the preconditions of distributed leadership in their school. The principals and members of the management teams in the primary and upper secondary schools in Vantaa see distributed leadership mostly as delegation of predetermined tasks than the interaction among leaders, followers and situations. The results strengthen the view of distributed leadership as a phenomenon which in its primitive form can be seen in the official structures of the school and as delegation based on a formal position in the more advanced view distributed leadership can be seen as interaction among the management team and in the situations in the official and unofficial structures of the school.  相似文献   

4.
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5.
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6.
《Africa Education Review》2013,10(4):674-689
Abstract

The article examines the professional development of secondary school principals in Nigeria. Drawing from vast review of literature on professional development and appointment of school principals in other countries, the article canvasses the position that secondary schools in Nigeria should be administered by skilled personnel who have the appropriate training and competencies for school management and leadership, rather than the present practice of using years of teaching experience as a major yardstick for the appointment of principals. It advocates systematic professional development programmes for prospective and practicing school principals, and concludes that professional development of principals is a means to maintain and enhance the effectiveness of secondary school administration in Nigeria.  相似文献   

7.
This study identifies and analyses professional norms as a means of illuminating school cultures and how norms are distributed in the system. Of special interest is the role of school leaders and how they lead, organize and realise school development. The study research question is: What professional norms do school leaders highlight in change efforts? We are also interested in identifying the support mechanisms and obstacles to implementation and norm setting exhibited by school organisations. The case we used explores change processes in the implementation of education for sustainable development at three upper secondary schools in Sweden. It was conducted in three phases, starting with a questionnaire for all teachers and principals. In the second phase, each of the principals was interviewed individually. The third phase used focus groups consisting of the principals that made up the leadership groups. Our results indicate that professional norms are set when principals and teachers experience expectations from each other, from students and from policy documents. There is also a need for well-functioning communication in the organisation to set and disseminate norms. The school principal plays a crucial role in these norm setting processes. By becoming more aware of existing norms in the organisations, and how norms can be changed, this knowledge can support principals in change efforts.  相似文献   

8.
Previous research indicates that supportive school leadership is a key condition of collaborative teacher learning. The purpose of this study was to develop a typology of how school leaders foster collaborative teacher learning. We adopted an integrative perspective on leadership by examining both learning-centred leadership and distributed leadership practices that are supportive of collaborative teacher learning. Data were gathered by means of interviews with ten school leaders and a questionnaire that was completed by 39 teachers from six secondary schools in the Netherlands. The aim of the interviews was to identify to what extent school leaders applied learning-centred leadership and distributed leadership practices. The questionnaire measured teachers' perceptions of the role of school leaders in teacher learning. As an outcome of this study, we constructed a typology that provides insights into how school leaders foster collaborative teacher learning. Four types of school leaders were distinguished: (a) integrators of teacher learning, (b) facilitators of teacher learning, (c) managers of teacher learning, and (d) managers of daily school practice. Our findings suggest that integration of learning-centred leadership and distributed leadership practices can help school leaders to support collaborative teacher learning.  相似文献   

9.
Abstract

The rapidly expanding use of technology in education requires principals to be prepared as technology leaders; however, many are not currently prepared for this role. It is crucial that principals are prepared in order to lead schools in successful technology integration and support. The primary purpose of this quantitative study was to determine the perceived level of technology leadership preparation of Utah elementary principals using the International Society for Technology in Education (ISTE) Standards for Administrators. The data for this study was collected from 129 Utah elementary school principals and the survey used the ISTE Standards for Administrators as the framework, and findings provide evidence that Utah elementary school principals are not adequately prepared to lead as technology leaders. (Keywords: technology leadership, principal, ISTE Standards for Administrators).  相似文献   

10.
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   

11.
This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (Leading change. Harvard University Press, Cambridge, 1996) eight steps for leading organizational change, we analyze the work and perspectives of individual teacher leaders, and we examine how teams of teacher leaders and principals function collectively in their efforts to lead instructional change. Our findings have implications for schools seeking to utilize teacher leadership as a reform strategy for authentic instructional improvement.  相似文献   

12.
ABSTRACT

This paper investigates the evolution of leadership for learning that has occurred in four secondary schools located in disadvantaged contexts in the province of Granada (Spain) over a period of 2 years, performing a comparative analysis on the values, qualities and strategies that characterize their principals during the academic years 2013–2014 and 2015–2016. The investigation uses case studies and conducts interviews with principals, teachers and education administrators. It is supported by the group-case method, as well as the longitudinal prospective method. The results show that only one of these principals has maintained a leadership aimed at learning and achievement of all students in the school, at the same time as students’ academic results have been improving. This paper concludes by providing information on values, qualities and strategies of successful leadership in disadvantaged contexts in Spain that distinguish them from other less successful leaders.  相似文献   

13.
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   

14.
The need for innovation in the Spanish educational system has become more evident in the wake of the last PISA reports. To find our own way to achieve better schools we must take advantage of what schools that managed to sustain changes over time have learnt from such a process. This paper reports on findings from an inquiry that tried to shed light on the knowledge embedded in the practices of schools commended by external advisers as they had institutionalized a recognisable dynamic of changes. In order to meet this goal, five primary, four secondary and one special education school—most of them in challenging contexts—from two different regions in Spain were studied by means of ethnographic methodologies. The results described in this paper depict the main levers for improvement shared by these schools. Important support for change processes was found in the narratives deployed about the disadvantaged context surrounding the schools and the high value of teaching in these circumstances. On the other hand, the leadership that supported the change dynamics was clearly distributed and the leaders used diverse power sources in order to tackle changing contexts. Other key factors that apparently facilitated the sustainability of change were the priority given to supportive school climates; organizational cultures that encouraged teachers to take risks and essay new ways of teaching; and the practice of innovation by adopting an emergent, unplanned, free-flowing pattern. These findings are discussed in the light of common issues of the recent school improvement literature such as: sustainability, organizational knowledge and learning, communities of practice and building capacity to change.  相似文献   

15.
Managing teaching and learning in South African schools   总被引：1，自引：0，他引：1  
This paper examines the significance of leadership and management in enhancing classroom practice and improving learner outcomes in two provinces of South Africa. It is increasingly recognised, internationally and in South Africa, that managing teaching and learning is one of the most important activities for principals and other school leaders. Managing teaching and learning is one of the core modules in South Africa's new national qualification for school principals. Drawing on case studies of eight schools, mostly in disadvantaged contexts, the paper shows that managing teaching and learning are often inadequate, and largely fails to compensate for the social and educational problems facing learners and their communities.  相似文献   

16.
In 1999 Thailand passed an ambitious national educational law that paved the way for major reforms in teaching, learning and school management. Despite the ambitious vision of reform embedded in this law, recent studies suggest that implementation progress has been slow, uneven, and lacking deep penetration onto classrooms. Carried out ten years after the launch of the reform law, the current research sought to expand on these earlier studies by examining the capacity of Thailand's principals to lead reforms in teaching and learning. The study developed a national profile of principal instructional leadership using a Thai Form of the Principal Instructional Management Rating Scale ( Hallinger, 1994). The overall profile of 1195 primary and secondary school principals suggested a moderate level of engagement in two dimensions (Creating a School Mission and Developing a Positive School Learning Climate) and a lower level of activity on the dimension, Managing the Instructional Program. The results provide preliminary evidence which suggests that a more systematic human resource strategy is needed in order to ensure that Thailand's key school leaders have the knowledge, skills and motivation needed to support changes in teaching and learning envisioned in the nation's education reforms.  相似文献   

17.
《Africa Education Review》2013,10(3):588-600
Abstract

This article deals with the challenges in the implementation of education for all as experienced by principals in rural secondary schools in Mpumalanga. Interventions which have been implemented on national and provincial level to improve teaching and learning are not equally successful in schools countrywide. The central phenomenon of interest involved the determination of the management and leadership views of rural secondary school principals concerning their ability to ensure Education for All. A theoretical grounding of the situation was developed through a literature review. Interviews were conducted with principals in rural Mpumalanga to collect empirical data for the research. Two main aspects that emerged from the study, was the impact that change, tradition and culture have on teaching and learning in the rural secondary schools in Mpumalanga.  相似文献   

18.
ABSTRACT

This study builds on research which contends that just as effective principals must lead across a broad purview of responsibilities in order to build successful schools, so too must middle leaders. Decentralisation of school management has resulted in an expansion of school principals’ responsibilities, contributing to a further distribution of leadership responsibility to middle leaders. This conception of middle leadership requires a shift in understanding of the nature of middle leaders’ work. There is vast potential for middle leaders to contribute to their schools beyond subject administration, yet the research base yields limited insight on such work and on how middle leaders can be supported to accomplish it. This research finds that middle leaders who expand their leadership responsibilities do so in contexts that utilise school mission, policy enactment and organisational design as platforms for enhanced middle leadership.  相似文献   

19.
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   

20.
ABSTRACT

The role of school principals is an evolving one, calling them to become agents of change, focusing on educational leadership as they take the schools forward. All this is happening in a context that is becoming more challenging and stressful as school leaders try to juggle the state-mandated accountability devices. In relation to the Italian context, this paper analyses the growing penetration of accountability systems in school management and the implications for leadership practices. The results of a research project conducted with school leaders show that accountability systems can provide an opportunity for school improvement if school leaders defuse their potential bureaucracy, consistently integrating them into their practices of leadership, respecting the organisational idea of the school as professional learning community. An authentic educational leadership is a fundamental condition for governing the risks and contradictions that accountability systems bring with them in the complex reality of schools.  相似文献   

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