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1.

There are an increasing number of research studies concerned with the realm of middle management in schools. However, few of these studies have adequately defined what might be considered middle management in schools, or have clarified which posts constitute those of middle managers. In addition, these studies have rarely considered the way in which different departmental cultures and structures affect leadership style and departmental performance. This article acknowledges the importance of the role of the head of department in secondary schools in school wide change and outlines some of tensions and dilemmas facing those who manage from the middle. It considers the leadership tensions facing heads of department in secondary schools and points towards the variety of departmental contexts, structures and cultures in which heads of department, or subject leaders operate. The article offers an analysis of the dynamic between leadership and culture within the departmental context. It concludes by suggesting that heads of department have a major contribution to play in managing cultural change at both the department and whole school level.  相似文献   

2.
A professional learning community (PLC) facilitates collaborative learning among colleagues at all levels in their common working environment. PLCs are particularly useful in schools, with teachers and principals meeting regularly to solve problems relating to teaching and learning. Being a means of improving student achievement, PLCs have received growing support from researchers and practitioners alike, yet some professionals are still exploring ways to develop learning networks focusing on teaching and learning issues. The purpose of this study was to examine Israeli teachers’, principals’, and superintendents’ perceptions of inhibiting and fostering factors of the PLC. In this qualitative, topic-oriented study, face-to-face interviews were conducted with 15 teachers from elementary, middle and secondary schools and their respective principals (15) and superintendents (15). Generating themes was inductive, grounded in the perspectives articulated by participants. The principals and the teachers indicated that overload, a lack of resources and top-down commands were PLC-inhibiting factors. The superintendents saw the principal’s leadership style as a main PLC-fostering factor. Understanding how these three echelons in the school system perceive the inhibiting and fostering factors of a PLC could indicate whether and how this collaborative learning process can be nurtured and sustained in schools.  相似文献   

3.

Relatively little is known about how and by whom curriculum leadership and management occur inside secondary schools, especially in Asian contexts. This article aims to analyse curriculum decision-making in two academically effective secondary schools in Hong Kong. It employs qualitative methods to capture the contributions made by various school personnel, and in particular the principals, to curriculum leadership and management. Data for the two schools show that whilst neither of the principals plays a significant role in curriculum monitoring and innovation, the vice-principal (male), the senior teachers and teachers in one school were perceived to place more emphasis on curriculum monitoring and innovation than their counterparts in the other school. Whilst teachers in both schools shared high expectations for students' academic achievement, one subtle difference between them related to the pursuit of academic excellence. In one school, students did not exert much pressure on their teachers whereas in the other school, teachers felt they had to fulfil students' demands for good lesson preparation and take account of students' opinions of their teaching.  相似文献   

4.
This paper examines middle leadership of the heads of English, maths and science departments in four international secondary schools in Malaysia. It focuses on their roles, responsibilities, role relationships, instructional engagement and leadership involvement within the theoretical framework of instructional, distributed and teacher leadership. The study is a qualitative multi-method case study, involving observation, documentary analysis, and semi-structured interviews with 12 heads of department, 36 teachers, and four principals. With respect to the middle leaders’ roles and responsibilities, the findings illustrate cross-school and in-school differential developments, with contextual factors contributing to uneasy role relationships. The results also show that, while broad-based leadership opportunities are limited for the middle leaders and teachers, the most powerful and common feature of all these international schools is the centrality of teaching and learning.  相似文献   

5.
The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The data showed that teacher-centered collaborative activities to learn about mathematics teaching and learning (teacher collaboration and informal communication) seem to be more effective in improving student mathematics achievement than learning activities that do not necessarily involve such teacher-centered collaborative opportunities (professional development programs, university courses, individual learning activities). Teacher-driven research activities through professional conference presentation and participation were also found to be associated with student achievement growth in mathematics. The districts and schools may benefit from investing their professional development funds and resources in facilitating teacher-centered collaborative and research-based learning activities in order to improve student learning.  相似文献   

6.
A substantial body of research emphasises school leadership as a major influence on quality improvement in schools. Although numerous studies have identified the importance of the principal, fewer studies have examined the middle management level within schools, the deputy heads and assistant principals. Influenced by international trends, local education authorities in Norway have reorganised a traditional administrative deputy head role into a new role with expanded leadership responsibility for teacher staff and for performing instructional leadership. The primary objective of the present qualitative study is to provide additional insight into how deputy heads make sense of increased responsibility and power distribution as members of the leadership team and as leaders of the teachers in lower secondary schools. Drawing on focus group interviews and observations, the findings show that the reorganisation may open for a change from traditional administrative roles towards becoming learning-focused leaders. However, the findings also indicate that the shift can produce tensions between autonomy and control for the new leader role in the middle.  相似文献   

7.
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8.
This paper presents how some Australian schools are changing their approaches to leading the teaching and learning in their diverse and multi-characteristic contexts. Experiences of these schools shows that the development of a school wide approach to pedagogy and its implementation needs to be firmly embedded in the leadership of learning. Drawing on recent research conducted in the Sydney Catholic Education Office system in Australia (Crowther et al. in Leading and Managing 18(2):1–33, 2012) there is evidence of relationship between the development and implementation of a school wide approach to pedagogy and student achievement. There is also evidence to support leadership that is based on a mutualistic relationship between teacher leaders and the principal. This paper focuses on the way schools have used their visions and pedagogical frameworks to enhance whole of school quality outcomes. It highlights the power of teacher leaders taking responsibility for pedagogical development and implementation. In addition, it illustrates the power of mutualistic relationships (parallel leadership) when the principal takes responsibility for unleashing and trusting the creative expertise of teacher leaders in line with the role of strategic leadership and management.  相似文献   

9.
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   

10.
This paper investigates how a sample of female Singaporean secondary school principals perceived their leadership styles and compares their responses to a similar study carried out recently of female English head teachers. The education systems of England and Singapore are quite different. The English environment allows schools significant autonomy in personnel management and the majority of head teachers and senior managers are male. In contrast, the Singaporean educational environment is quite centralized, including the management of career paths, and the proportion of female senior managers is much higher. Interviews were conducted with 11 female Singaporean principals to identify their styles of management, leadership perspectives, and attitudes. The discussion first focuses on whether or not the styles of the principals in relation to ‘masculine’ or feminine’ stereotypes of leadership were similar to those of the English head teachers. Further comparison is made of the leadership attributes of the two sets of principals, including styles of management, decision‐making, working environment, need for vision, and values.  相似文献   

11.
By means of an international comparison, the research presented in the article aims to identify supporting and hindering school level factors for the use of ICT in secondary school mathematics lessons. The relationship between ICT use and the performance of Grade 9 students in mathematics is examined and further integrated into a multi-level model including school level factors. Against the background of a theoretical allocation (1) the IT equipment of schools, (2) school leadership, (3) aspects of school goals and educational strategies as well as (4) teachers’ attitudes will be analyzed by means of a multi-level regression model as well as a multi-level path model including the mathematics achievement of students as measured in the context of PISA 2012. Representative school and student data from five countries, namely Australia, Germany, the Netherlands, Norway and Singapore are taken into consideration, as the integration of ICT in teaching and learning is firmly emphasized in these countries (overall 24,579 students in 1263 schools). By modeling the complex structure, school characteristics are examined with respect to their effect on the use of ICT for mathematics teaching. Moreover, the relation between different factors and students’ mathematics achievement will be synchronously assessed in the different educational systems. The results show that characteristics at school level do play a major role in the integration of ICT into teaching and learning and turn out to be relevant across the educational systems. In addition to further in-depth country-specific findings, the results point to cross-national future challenges in the field of using technologies to enhance teaching and learning.  相似文献   

12.
M. Veronica 《教育心理学》1997,17(1-2):157-170
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13.
This article reports the use of a Structural Equation Modelling (SEM) technique as a means of exploring our understanding of the leadership of Heads of Subject Departments within School Based Management (SBM) secondary schools in Hong Kong. Arguments made by Gronn (1999, 2000), Spillane et al. (2001) suggest that studies of leadership need to focus more on a distributed model rather than seeing leadership as residing solely in the titular head of the organisation. Other recent studies (Busher & Harris 1999; Harris 2001) have examined the role of middle managers. This article explores SEM as a means of offering important measurement and insight in this complex area. The structural models generated and presented support a new integrative model of the leadership activities and behaviours of the HODs within SBM secondary schools in Hong Kong. Some initial findings (Au 2003) are reported based on a return rate of 83% from a dataset of 2739 teachers, HODs, school principals and vice- principals taken from a sample of 110 government and non-government SBM secondary schools in Hong Kong.  相似文献   

14.
Abstract

Although the South African government has made numerous strides in addressing equity and social justice in education, significant inequalities still exist in learner performance, especially in many impoverished schools. One of the reasons cited for poor learner achievement is the ineffective leadership role of school management teams (SMTs). This article reports on a study that explored the instructional leadership role of SMTs of public schools with the view to closing the achievement gap in poor performing schools. To gain better insights into the SMTs’ realities and experiences of their work as curriculum leaders, qualitative research located within the interpretivist paradigm was undertaken. The findings revealed that SMTs of impoverished schools exhibit consistently low to moderate instructional leadership competencies which ultimately affect student learning. In order to close the achievement gap in poor performing schools, SMTs should play a more pronounced instructional leadership role by leading and managing core curriculum matters and educational resources effectively and efficiently.  相似文献   

15.
This article examines and critiques the leadership capacity of department leaders in a high school and attempts to gain a deeper understanding of how department leaders perceive their role as teacher leaders, making a distinction between what an individual department leader does in his or her position and teacher leadership as a form of continuous learning and innovation through collaboration. How do department leaders practice leadership to improve student learning? The author provides an investigation and analysis of the current level of leadership capacity exhibited by department leaders in a high school. A close look at the role and function of department leaders in this high school reveals an absence of the teacher leadership necessary to promote the broad-based leadership capacity that results in improved student achievement.  相似文献   

16.
本从香港质素保证视学检视教育质量管理，当中论及质素保证视学的四个范畴及特征，其中校风及给予学生支援方面对我们从以人为本、以学生为主体从事教育管理工作及提升教学质量不无裨益。指明高效的领导与管理在于从影响学生成长的内外部环境着眼，协调教与学两方面，增强学校管理转变的能力，使学生取得更高的成就。  相似文献   

17.
This article focuses on a multicultural, low socioeconomic, intermediate school that over the 4 years of this longitudinal, qualitative, case study made substantial positive shifts in developing a more effective learning environment and improving students' reading achievement. The study found that the factors appearing to have the most influence on this improvement were: effective and collaborative school leadership; ongoing school‐wide professional development on teaching reading led by an externally appointed literacy expert; the appointment, within the school, of a literacy leader charged with supporting this development; assessment data being used to inform teaching and a school‐wide action plan directed at literacy improvement; the implementation of reading programmes that were regular, focused and sustained; the school leadership proactively ensuring school‐wide support for management of appropriate student behaviour; the fostering of home–school partnerships; and ongoing external reviews of school effectiveness.  相似文献   

18.
This study focuses on the profile of principals who seem to be able to shape the school culture to best encourage teaching and learning. Data from a representative sample of primary schools (N = 46) were collected through questionnaires for principals and for teachers (N = 700) and semi‐structured interviews with the principals. Functioning, well‐being and personal characteristics of the principal, structural and cultural characteristics of school, and organisational context are examined. Compared to their opposites, principals in schools with cultures stimulating professional development, combine (1) type A, achievement‐oriented behaviour, (2) transformational leadership, (3) a preference for tasks related to education matters and people management and (4) effective time management allowing them to devote most of their time to their preferred role and task component.  相似文献   

19.
This article explores what leadership practices are associated with International Baccalaureate (IB) student achievement. Using a combined data set of Diploma Program (DP) exam scores and teachers’ survey responses about school leadership from 29 schools in Southeast Asia, the article reports certain leadership practices (i.e., strategic resourcing, monitoring classroom teaching and curriculum, encouraging teacher learning and development) exercised in the sampled IB schools that are significantly associated with student academic outcomes. This article contributes to empirical literature on school leadership effects on student learning in international school settings, which is an underresearched inquiry in the field.  相似文献   

20.
Spain is, together with Portugal, the only OECD country where school principals are democratically elected from the teaching staff of each primary and secondary school by a School Council, where all members of the school community are represented. While this unique feature of the Spanish system entails many promises in terms of deep democracy and, equally important, the potential legitimacy of change promoted by school leaders, the reality seems to be somewhat less romantic. This paper explores the limitations and constraints faced by school principals in Spain to actually perform their role as school leaders in primary and secondary schools. Based on a major study that we carried out for the National Institute for Quality and Evaluation (INCE) in 2002, involving more than 20,000 questionnaires and 30 Focus Groups (with teachers, principals, school inspectors, administrators, education experts and parents), the paper deals with the impact of leadership on school improvement and change, especially as far as teaching and learning processes are concerned. Despite their democratic legitimacy, or perhaps precisely because of its unexpected effects, the elected principal in Spain faces constraints which de facto position himself or herself between a practice of permanent transaction with colleagues and the mounting pressure of transformation and accountability coming from outside the school. Results from this research suggest that such constraints are determining that the practice of school leadership in Spain is management and maintenance-oriented rather than change-oriented, thus casting doubts about the very model of school leadership.  相似文献   

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