首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 484 毫秒
1.
Background: In the last decade, much research attention has been paid to notions of leadership and the professional identity of school. It is widely agreed that school principals play a very important role in school improvement; international reports point to ‘school leadership’ as a key factor in education quality, and recent studies suggest that the leadership identity of principals is critical for achieving effective leadership in schools worldwide.

Purpose: The purpose of this study was to conduct a thematic exploration of the literature relating to school principals and leadership identity.

Design and methods: A scoping review was carried out. Two major databases were searched for papers published on this topic in the last decade. Once we had established an overview of research on this subject, we conducted a thematic analysis to identify the topical focus of research.

Results: We found that the literature reflected an increasing and intensified interest in the topic of school leadership as the decade progressed. Furthermore, a range of emerging subtopics was identified. These included the relationship between school culture and professional identity in school principals; the influence of ethical and personal factors on the professional development of principals; the dilemmas of balancing education policies and personal experiences; and the relationships between gender identity, racial identity, professional experience/career, training and leadership identity.

Conclusions: Several key issues emerged from the studies included in this review, such as the importance of external and internal influences in the construction of the professional identity of school principals. Some of the research suggested that school leaders felt the need to develop a new professional identity. Overall, the study indicates that school leadership and its relationship with school improvement should remain an important focus for educational research investigation.  相似文献   

2.
This concluding paper examines the contributions in this Guest Issue by locating them within the ongoing debates about the role and contribution of social science research, particularly through the production of journals. Set in the context of on-going attacks on the relevance of social science research and the failure to respond to major crises that affect us all, I argue that the field of educational leadership is an important site for showing the dangers of becoming relevant and accepting that a constructed crisis is a crisis. I argue for intellectual work within the field of educational leadership, and use the critical and socially critical traditions to illuminate this. The papers in this Guest Issue are located in these traditions, and so I examine the contribution made through problematising educational leadership, examining the realities of working lives in schools and conceptualising alternative ways of thinking about professional practice.  相似文献   

3.
In this article, the author seeks to re-imagine the political and policy roles of educational leaders of color, offering an alternative method for educational leadership, advocacy, and policy analysis. The author uses critical race theory (CRT) and Latina/o critical (LatCrit) theory to problematize the way politically-active Mexican American educational leaders used personal and professional experiences to conceptualize racism and organize politically in the context of the debate over school finance equity in Texas. The findings suggest that a prevalent negation of critical raced leadership, analysis, and advocacy among the participants disadvantages Latina/o communities and de-legitimizes Latina/o political voices. The author envisions an alternative educational leadership framework centered on LatCrit theory's call for contextualized, historical, and critical analysis.  相似文献   

4.
This article discusses external assistance and aid in Latin America in neo-liberal times. A central component of external assistance in educational policy is the proposal for an ethos and model of privatisation in the context of a neo-liberal state though with a prominent role played by neo-liberal international organisations. The drastic changes from a liberal state to a neo-liberal state are analysed theoretically. Some of the key dilemmas and tensions of external aid are also analysed, touching on the roles of the World Bank and the key elements of its lending processes, particularly its research policies. The paper addresses in its last section key ethical and political dilemmas of educational research and planning in Latin America.  相似文献   

5.
This article focuses on teacher leadership, an important dimension of the work of the Leadership for Learning network which is the focus of this special issue. More specifically, the article focuses on the launch of a journal – Teacher Leadership – as a strategy for promoting key values: shared leadership, teachers’ leadership of development work, teachers’ knowledge building and teachers’ voice. Material published in the first two issues of this new journal is used to illustrate how these values are realised in action enabling teachers to lead innovation and contribute to the development of professional knowledge. The article begins with an exploration of the place of teacher leadership within the wider context of shared or distributed leadership.  相似文献   

6.
This article reports on an evaluation of three action research projects developed by a group of teachers working across the early years in three independent schools. The article examines the role of action research in developing educational leadership capabilities. Drawing on the educational leadership literature, concepts and ideas of action and activism, influence and change, and capacity to develop a vision are used to describe and analyse the data from qualitative pre-project and post-project individual interviews. The article argues that the empirical findings suggest action research was a powerful tool in developing educational leadership capabilities. This article concludes by suggesting that further research is needed to better understand how action research can be utilised to develop sustainable forms of educational leadership in the early years.  相似文献   

7.
Currently educational research literature demonstrates wide discussion and endorsement of ‘distributed’ leadership while concurrently traditional, hegemonic forms prevail in practice. This article investigates understandings about educational leadership held by Australian school principals. The article describes the contradictory conceptions about educational leadership currently in circulation. It interrogates underlying assumptions and questions how both hegemonic and newer leadership conceptions and assumptions serve educational leaders. Data from principals around the country and across education systems reinforced the predominance of un-theorised or under-theorised notions about leadership, with similar assumptions found in important policy artefacts and practices. This article emerges from interviews with 100 principals focusing on their professional learning needs, which revealed interesting ideas, issues and dilemmas concerning ‘leadership’. It fills a gap in research on distributed leadership by exploring contradictions inherent in policy, practice and understandings in this area. The article is structured into four sections. First, extant literature on this topic and the research are explained. Second, the article focuses on principals' conceptions about leadership and those inherent within important policy and practical artefacts. A discussion of the findings focuses on the discrepancy between theory and policy endorsement and the views of practitioners. Finally, the article canvasses the implications of the research.  相似文献   

8.
For the purpose of reflective analysis, this article, which employs narrative inquiry as a research methodology, combines two “crossing the boundaries” dilemmas I experienced over the course of a decade. While the dilemmas relate to different issues that emerged in my career (standardized testing as a K-12 teacher and the formal evaluation of a reform program as a tenured, full professor), I trace the roots of the dilemmas to the same source: the hegemonic relationship between theory and practice which, despite the passage of time, continues to persist in the field of education and to shape the professional experiences of educators, some of which are miseducative. I argue that until the relationship between educational practices in schools and educational practices in universities are addressed, school reform that benefits children cannot be fully realized.  相似文献   

9.
In the post-Franco context of the 1960s in Spain, we asked ourselves what type of changes were necessary for the teaching profession to respond to the demands of a democratic society. This article reflects the discourse developed over many years within the personal experience of one of those young people who received John Elliott's seminal work back at that time and their intellectual influence in the years since. It is concerned to see to what extent action research makes sense in education, within the context of the cultural change we are immersed in today. The debate about who rules the change can be reformulated today again within the socio-political and cultural context of the present moment of modernity. But the paradox of the change dilemmas cannot be resolved, but constitute the essence of action research; they are its justification. It is argued that a central feature of this new state of modernity is the recognition of uncertainty and deliberation is seen as a basic means to face it. While the structure of the systems tends to reproduce through different means the conventional model of dual systems and professional models based on technical rationality, educational discourse very often emphasises the discourse which emerged in the new age of liquid modernity. This contradiction leads to three possible scenarios, each with important practical consequences on curricular development, on teaching professionalism and on the type of research required. Each of these is considered.  相似文献   

10.
In recent years, research on urban school–community relations has emerged with renewed vigor and a myriad of suggestions for how to best approach the topic. While most of these suggestions are anchored in positivist and interpretive epistemologies, a growing number of scholars are applying more critical approaches to school–community relations that center issues of equity and unequal power relations. However, these approaches are often perceived as being too impractical for educational leaders to implement. This article thus situates approaches to school–community relations across three epistemologies: positivism, interpretivism, and critical theory to make these ideas more accessible for educational leaders. With a focus on developing educational leaders to work equitably across school and community contexts, this article provides an operating framework for each approach that delineates assumptions, goals, views of families, strategies, and types of leadership. Finally, this article provides an epistemological grounding to propose that educational leaders develop what I call community equity literacy, and concludes with implications for future research.  相似文献   

11.
In recent years, the role of school principals in providing leadership, and the impact of that leadership in promoting teacher professional development for building school capacity has attracted increasing attention worldwide. The study described in this paper explores the practices of leadership for promoting school-based teacher professional development (SBTPD) through a case study of a preschool in Hong Kong, the Special Administrative Region of China. The case study examines leadership and SBTPD. Semi-structured interviews were used for data collection. The research participants were the management team and teachers from the case study school. The findings of the study indicate that direction setting, communication and collaboration were associated with the practice of leadership for promoting SBTPD. We argue that teacher participation in decision-making is an important factor influencing the practice of leadership and its impact on SBTPD. There are implications for developing a critical awareness of the constraints that limit the extent to which SBTPD can be empowering in the hierarchical school structure in a Chinese educational context.  相似文献   

12.
Teachers can be influential change agents in transforming their schools if they regularly reflect on their pedagogical practices, looking for improvements that will help all learners reach their full potential. However, in many sub-Saharan African countries, teachers seldom get an opportunity to collaboratively reflect on their practices. Action research, as an in-service professional development strategy, can be an ideal means of empowering teachers to collaboratively reflect on and improve their pedagogy to be more inclusive. Drawing from collaborative action research projects conducted by teachers in two primary schools in Zanzibar, Tanzania, this article explores the role of collaborative action research in developing the capacity of teachers to inform improvements in their pedagogical practices. The findings show how the participating teachers, with scaffolding influence from a critical friend (research facilitator), developed professionally along their zones of proximal development by promoting their pedagogical and research skills to enhance the presence, participation and achievement of all learners in their schools. Based on the findings, the article shows both the advantages and disadvantages of using collaborative action research in teacher professional development in the study context. The article also discusses the significance of organisational learning in in-service professional development in order to foster inclusive pedagogy through collaborative inquiry among teachers.  相似文献   

13.
Social justice leadership has become a popular topic and catchphrase in the field of educational leadership. However, most scholarly and empirical contributions have ignored the inherent tensions, challenges and dilemmas associated with the practice of school leadership and the realities principals confront on a daily basis. This is partly because researchers have tended to ignore multiple facets of justice in their empirical investigations as well as how larger forces outside the school associated with historical, political, social and economic injustices marginalize students and communities. This article explores three cases of challenging school–community contexts that confound and partially subdue the efforts of well-intentioned principals. Each case highlights a dedicated principal committed to their school and community, and documents the significant progress made in addressing particular social justice issues, but also how they confronted justice dilemmas that they believed required them to prioritize certain social justice issues over others. These findings have important implications for how principals view their communities and engage in critical reflection about the leadership decisions and actions they take on a daily basis. This article concludes with implications for future research and a discussion of how aspiring principals can be better prepared to lead for social justice and effectively address justice dilemmas without ignoring or putting off other injustices.  相似文献   

14.
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   

15.
In this qualitative case study, the author engages in critical selfreflection about her role as a researcher/facilitator of an action research group that explored multiple intelligences (MI) theory (Gardner, 1983) in the context of science education. Her multi-faceted role within the action research group and the nature of the research in terms of the orientation, purpose, and type of reflection are described. Through the process of reflective practice, both as the study was ongoing and after the completion, the author enhanced her understanding of the action research process and how to foster collaborative inquiry within the context of an action research group. In addition, the article reports on how MI theory was applied to classroom practice, the nature of collaboration that emerged and the perceptions of the teacher participants about the efficacy of action research as a form of teacher development.  相似文献   

16.
As political and economic forces continue to impact on the delivery of education in New Zealand there is a continual blurring of the boundaries between schools and communities. The bridging role of school leaders between educational imperatives, market forces, political hegemony, and managerial complexity has become threefold — that of statesperson, connoisseur and entrepreneur. In addition, their professional dilemmas have increased. The reforms have strengthened the necessity for schools to portray a positive impression which has led to increased feelings of isolation along with a loss of confidence for many school leaders. In this context, along with the greater workload and responsibility for new tasks, many school leaders became reactionary and focused on management roles, or fled the field. When school leaders are assisted to get beneath the façade of their professional practice, they can be led to increased critical perspectives about education generally and towards transformational leadership practices in their schools.  相似文献   

17.
An emergent strand within mainstream educational leadership scholarship is an engagement with notions of diversity. This is part of a belated recognition that in an increasingly globalising world the largely masculinist, white norms from which most accounts of leadership derive, lack sufficient explanatory power for educational systems. Utilising critical, black and Indigenous feminist work on the recognition of difference, as well as recent feminist scholarship deconstructing diversity discourses in educational leadership, this article outlines the origins of the key diversity discourses from which the educational leadership field draws. It then analyses recent articles on diversity and educational administration, noting how the various diversity discourses have been taken up and the subsequent implications for educational leadership theorising and practices. It concludes by arguing that critical feminist research about the politics of difference, amongst others, provides an important body of scholarship from which to develop self‐reflexive and nuanced engagements with notions of diversity and leadership.  相似文献   

18.
Over the past two decades, debate over the most suitable leadership role for principals has been dominated by two conceptual models: instructional leadership and transformational leadership. This article reviews the conceptual and empirical development of these two leadership models. The author concludes that the suitability or effectiveness of a particular leadership model is linked to factors in the external environment and the local context of a school. Moreover, the paper argues that the definitions of the two models are also evolving in response to the changing needs of schools in the context of global educational reforms.  相似文献   

19.

Adult education is one of the platforms of skills development for the mostly disadvantaged people of South Africa who did not get formal education owing to past segregation and apartheid laws. Recently this sector has implemented inclusive education and is in the process of transforming and changing to achieve inclusion. This interpretative-qualitative case study within participatory action research explored the role of participatory action research as a change strategy to develop inclusive teaching practices and enhance adult student learning in an adult education context. Data were collected through semi-structured interviews, participant observations, documentary analysis, focus group interviews and group interpretative meetings in all four phases, i.e. planning, observation, action and reflection. After the group data analysis with co-researchers during group interpretative meetings and the researcher’s analysis using an interpretative-thematic inductive qualitative data analysis framework, the study found that participatory action research is viable as an educational change strategy, as it enhances collaboration among adult education teachers and improves their ability to be reflective and critical in their practice, which is fundamental in the development of inclusive teaching practices.

  相似文献   

20.
There is growing interest in self-study methods being used by teachers and teacher educators to improve their own practice. The focus of these self-studies seems to be more on acting than on understanding, and here we focus on a group of teachers who explore their professional identities. Teachers participating in a Master’s degree study were asked to formulate critical moments in their development in which they felt their values were challenged and they were faced with a dilemma connected to these challenges. They then used different self-study research methods to dig deeper into their reports. This article focuses on exploring the normative dilemmas that teachers face in their daily practice and how their self-understanding is influenced by studying these dilemmas. We found that participating teachers faced two main dilemmas between external guidance and self-regulation, and between self-consciousness and relatedness. We also found that the effects of self-study research are connected to a deeper understanding of how things work and that finding core values such as trust, connectedness, and creating space can generate a breakthrough in the two main dilemmas.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号