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1.
This paper examines the enactment of instructional leadership (IL) in high-performing secondary schools (HPSS), and the relationship between leadership and learning in raising student outcomes and encouraging teachers’ professional learning in the highly centralised context of Greece. It reports part of a comparative research study focused on whether, and to what extent, IL has been embraced by Greek school leaders. The study is exploratory, using a qualitative multiple case design to examine two HPSS in Athens. The research design involved a qualitative approach using several different methods, including semi-structured interviews with school principals, deputy heads, subject teachers and subject advisers, plus observation of leadership practice and meetings and scrutiny of relevant policy documents. The findings show that IL is conceptualised as an informal collaborative leadership practice, interwoven with the official multi-dimension role of Greek principals and their ‘semi-IL’ role. In the absence of official IL ‘actors’, teachers’ leadership has been expanding.  相似文献   

2.
新课程改革要求教师成为学习领导者,这首先要求教师成为自身学习的领导者。但在现实的改革情境中,教师究竟如何成为学习领导者？本研究以北京两所小学为个案,通过对校长、教学主任、骨干教师、普通教师等43人次的访淡,呈现了课程改革中教师成为学习领导者的不同发展路向,展现多重情境因素如何影响教师开展学习领导实践。研究发现,自上而下的改革为教师转变为学习领导者注入内在动力、提供变革契机,但同时,国家主导教师学习目标阻碍着初萌学习领导意识的教师成长为真正成熟的学习领导者。在自上而下的改革理路中,教师能否将个人能动性汇聚形成互惠的共同目标成为教师突破结构限制、成长为真正的学习领导者的关键所在。  相似文献   

3.
This paper focuses on the learning of new teachers in England where all such teachers have to complete a statutory induction year, with a particular emphasis on the part that may be played by non-formal or informal learning. Drawing on the work of Eraut, and Guile and Griffiths, it uses interview and survey data from work with new teachers to identify three aspects of work-place learning which, it is suggested, may not be best accommodated within current induction arrangements. Concluding that much of new teachers' professional learning is informal rather than formal, reactive rather than deliberative and collaborative rather than individual implications for the ongoing improvement of induction practice are considered.  相似文献   

4.
ABSTRACT

Informal mentoring had been previously identified as a vital component to leadership development and succession planning. Through a phenomenological approach, we sought to capture the lived experiences of aspiring school leaders pertaining to informal mentoring. Using open-ended questions and reflective activities, eight aspiring school leaders provided information about their experiences and characteristics of informal mentoring. Through a human science research perspective, four themes emerged from the data analysis: (a) defining informal mentoring, (b) characteristics of effective informal mentors, (c) constructive relationship, and (d) mentoring recommendations. Participants found their experiences with informal mentoring beneficial. There was a reported high level of trust between mentor and protégé and the process was flexible. Because the aspiring leaders sought to become school leaders in the near future, most were cognizant of the fact they needed to have quality mentors, but also be a mentor to new educators.  相似文献   

5.
This paper examines leadership in Australia’s vocational education and training (VET) sector. VET leaders make a vital and growing contribution to learners, industry and society, yet research on their work is limited. This has direct implications for ensuring leadership is most effective, and for framing evidence-based capacity development. The current research draws together reviews of complex and often competing contexts, analyses of prior research, and results from a national survey of 327 practising VET leaders. Analysis of what VET leaders report doing in their jobs suggests that while they are attuned to the education-focused demands of their roles, they now need new capabilities to respond to internal and external developments. To identify the powerful forces which shape leadership, the study established criteria seen to mark out effective performance in each role. It highlighted a set of indicators identified by VET leaders as those most important in making judgements about the effective delivery of each role. Identifying indicators of effective performance is important, as it is these which, ideally, drive leaders’ aspirations and behaviours. The future capacity of VET in Australia will be underpinned by the capability and regeneration of its leadership. New programmes need to focus on concrete ‘change management’ skills, working through complex real-world problems and leading change in ambiguous environments. The more authentic and active modes of learning were advocated by VET leaders, who expressed an overwhelming preference for practice-based and self-managed, as opposed to formal, forms of professional learning.  相似文献   

6.
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   

7.
Nyein Su Mon 《Compare》2018,48(2):299-316
This study conducted an appreciative investigation of the experiences of Myanmar women in leadership. Specifically, the focus was on what sustains them, how they negotiate the complexity of their context, and what propels them. Drawn from the experiences of three Myanmar women leaders, the findings indicated that ‘their formal and informal learning’, ‘the influence of their female role models’, and ‘their religion’ were the most important aspects shaping their leadership. The philosophy of Buddhism appeared to be an important factor in their leadership formation and practices, either as a strengthening or limiting factor. This study suggests that to enhance Myanmar women’s increased participation in leadership positions, encouraging continuous learning, visible acknowledgement of female role models, and cultural change are necessary.  相似文献   

8.
Identity learning: the core process of educational change   总被引：1，自引：0，他引：1  
The aim of this paper is to offer an additional perspective to the understanding of educational change processes by clarifying the significance of identity learning. Today’s innovations require changes in teachers’ professional identity. Identity learning involves a relation between social‐cognitive construction of new meanings and individual, emotional sense‐making of new experiences. This relationship between cognition and emotion asks for a strong learning environment: the question is whether schools provide these strong learning environments. To answer this question, the paper provides an overview of the existing knowledge about schools as contexts for teacher learning and change. It will become clear that the emotional side of the change process has been overlooked. A model for identity learning is presented, involving both meaning‐giving and sense‐making. Building on this model, it is discussed how school leaders can build strategies for the identity learning of teachers.  相似文献   

9.
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   

10.
Health service psychology has been slow to create a leadership mentoring model. A survey of former chairs of the American Psychological Association of Graduate Students and American Psychological Association’s Committee on Early Career Psychologists revealed that: (a) early career leaders had at least one mentor who explicitly supported their leadership development; (b) these mentoring relationships were both formal and informal; (c) peer mentoring was invaluable for fostering success; and (d) mentorship relationships were critical in preparing respondents for their roles. A preliminary framework and associated guidance for leadership mentoring in psychology is proposed.  相似文献   

11.
When school boards are confronted with the challenge of unfamiliar, changing contexts, opportunities and governance responsibilities, they have to be able to respond appropriately. The research reported in this paper investigated the response of five Western Australian primary school boards to such situations. It analyses interview data from 49 board members on their roles and responsibilities using elements of Heifetz' framework of adaptive leadership, and explores the implications of these findings for the boards and their leaders. The findings reinforce the importance of the leader's role in choreographing the learning of the board members, and raise questions about the effect that the composition of boards may have on their capacities for strategic thinking. The paper concludes with a model of adaptive leadership appropriate for school boards, emphasising key elements that are necessary for sustained change.  相似文献   

12.
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   

13.
This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics.  相似文献   

14.
This article examines the personal and professional attributes of school leaders in relation to special educational needs and disability (SEND) and assesses the extent to which these might be sufficient to give such professionals the confidence necessary to be role models for their staff. Data were collected via a survey of a randomly selected set of Australian school leaders, in both special and mainstream schools. This included principals from all sectors of the Australian school system. The study was based on the premise that school principals place as much importance on the need to be instructional leaders as they do on being managers. The study was informed by an assumption that in order to be successful as a school leader in respect of SEND, a school principal requires a deep pedagogical knowledge and a clear understanding of children's developmental milestones. The study found that school leaders expressed a need to develop further understanding of how to differentiate the taught curriculum in order to identify and support school‐wide quality teaching and learning processes for students with SEND.  相似文献   

15.
School leaders play a central role in affecting the educational development of the young people for whom they have responsibility. This is especially the case where school leaders are operating in challenging low-income environments. This paper argues that a focus on Sen’s notions of individual agency and freedom are a necessary but not a sufficient factor in the conversion of capabilities into functionings for these school leaders. This is done through using the Capabilities Approach as a lens through which to carry out a retrospective analysis and evaluation of the activities of a group of primary school headteachers in Ghana involved in a UK Government-funded project focused on education quality. The paper argues that headteachers with the capability of initiating change in the education process in their schools are unlikely to act in this way unless they feel that they have permission to do so. It is also important that headteachers feel that they are working within a context and an environment where acting in ways which aim to improve pupil learning is seen as central to their role. This kind of supportive context for school leaders (and for other educational practitioners) cannot be divorced from a policy environment which sanctions such activities, and, hence, it is argued that such a context is crucial to policy developments which seek to establish and sustain the core capabilities which are at the heart of Nussbaum’s essentialist approach. The paper also brings to the foreground the tensions that exist between the notion of individuals being free to make choices about what they have reason to value, on the one hand, and the implications that these choices have for the freedoms of other individuals with whom they are connected to make such choices. Finally, it is argued in the paper that the action research approach used in the Leadership & Management Project in Ghana, allied to a positive policy context, provides both the sensitivity to context and a practice-oriented focus which can enable school leaders to bring about the conversion of their individual capabilities into functionings.  相似文献   

16.
ABSTRACT

Learning and teaching leadership by Associate Deans has struggled for effective acceptance in universities for decades. Various Government reviews, policy changes, and reward and recognition systems have been implemented to encourage universities to focus on learning and teaching leadership, and to assure quality outcomes in a changing global landscape. The role of the Associate Dean was created to lead learning and teaching strategically in local university contexts. Despite many recommendations to support the role, it has been reported for almost three decades that Associate Deans struggle to bring about change in the enhancement of learning and teaching. So, have things changed for the Associate Deans, are they more equipped to lead learning and teaching in university contexts now? In this article, through interviews with 25 Associate Deans, and through a Bourdieusian lens, we explore the Capital they possess in their leadership roles. Such Capital is considered against 35 Hallmarks identified in the literature as key to fully equipping Associate Deans as learning and teaching leaders. Both individual Capital and Capital deriving from how the Field is enabling or inhibiting Associate Deans are explored. It is revealed that many Associate Deans may not have the Capital necessary to fully equip them for their leadership of learning and teaching role, and that the traditional university culture, or Field in which they operate, either purposefully or unconsciously may be contributing to inhibiting their leadership. This article provides a timely opportunity to pause and contemplate the Capital that is required for Associate Deans in their role. It highlights for university administrators and leaders what is required for Associate Deans to be fully equipped to fulfil the role and to lead the learning and teaching change that is necessary for universities to thrive.  相似文献   

17.
This paper presents the findings from an evaluation research project undertaken by Henley Management College in 2006. This project followed an earlier research study that focused on identifying the leadership development needs for leaders of small and medium sized-enterprises (SMEs) in the UK, developed a leadership development model and made recommendations for a leadership development programme. The principle challenges facing the SME organisations overwhelmingly concerned leading change in their organisation. Their personal challenges concerned implementing change initiatives, communicating these and motivating the people in their organisation. In consideration of the challenges identified, one of the key recommendations was to pilot an action learning programme and evaluate the effectiveness of action learning to develop leadership skills in SME leaders. Henley Management College then conducted a research project to evaluate the pilot programme. This pilot consisted of three learning sets, run in three geographical areas in the UK and facilitated using three very different styles. Following the pilot programme, there were several wider reviews by academics, advisors and representatives of relevant government boards. This has since resulted in a significant programme of action learning for SME leadership development being implemented. This paper provides an overview of the relevant literature and research methodology and then presents the evaluation results from the pilot programme. The dominant theme was that action learning does indeed deliver significant business benefits and provides a real opportunity for SME leaders to develop their leadership skills.  相似文献   

18.
Leading authentically at the cross-roads of culture and context   总被引：1，自引：0，他引：1  
This article explores the difficulties Hong Kong school leaders face in leading authentically and suggests that a key to seeking this authenticity lies in ongoing learning in context. It is divided into three sections. The first section describes the crossroads of reform and culture in Hong Kong schools by illustrating the tension between traditional values and modern reform demands. It concludes that the environment within which Hong Kong leaders lead is best characterized by hybridity and that this makes becoming authentic both important and difficult. The second section asserts that being an authentic leader is not a matter of adopting a model, a series of actions or even a set of beliefs, but is about engaging in a continual learning process. Some of what we know about leadership learning is discussed, as is the importance of accounting for cultural variation when designing learning approaches. The third section outlines and describes a set of generic leadership learning gateways designed to guide the development of authenticity. These gateways underpin a new programme implemented in Hong Kong which consciously aims to allow principals to construct authenticity.
Allan WalkerEmail:
  相似文献   

19.
This continuous research within Nordic engineering institutions targets the contexts and possibilities for leadership among engineering education program directors. The IFP-model, developed based on analysis of interviews with program leaders in these institutions, visualizes the program director’s informal and formal power. The model is presented as a tool for starting a shared discussion on the complexities of the leadership of engineering program development. The authors liken program development to hunting in teams. Each individual expert in the program is needed, and all experts will need to work and collaborate for the same target. This calls for strategic and long-term thinking of engineering education development. Institutions should support the development of both formal structures as well as informal leadership skills among their program directors, but never fall for the temptation to see the program director as the only actor on the stage.  相似文献   

20.
无论在什么组织结构体系中,领导管理所面对的对象都不外乎人、事二字。如果一位领导者对人和事管理有道,应付自如,那么,他便可以称得上是有智慧的管理者。  相似文献   

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