共查询到20条相似文献，搜索用时 546 毫秒
1.
Mark Brundrett 《Education 3-13》2013,41(2):173-183
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 and now supervises the delivery of a wide range of programmes for school leadership development for teachers at various stages in their career development. Small primary schools set particular challenges for their leaders but NCSL programmes are not targeted on teachers from specific age phases or sizes of school. This article uses narrative analysis of the stories of two leaders from a small school in north-west England to try to discover if NCSL programmes are assisting them in their professional development. Although not necessarily generalisable, findings suggest that NCSL programmes are helping to improve leadership in small schools. 相似文献
2.
"正念"是一种静思的实践,即常说的"活在当下",不受过去经历和对未来想象的困扰.以"正念"理念和实践为核心的"正念型"领导,通过静思实践、存而不论、富于同情等服务于领导者和学校组织成员.传统领导理论将教育领导者描述为积极地忙于各项事务的人;"正念型"领导者则表现得像暂停的人、倾听的人以及全神贯注地观察着学校的人."正念型"领导以一种"存在"的方式,而不是"做"的方式,缓解着学校领导者的冲突和焦虑."关注当下""经验的感受性""对问题的倾向性""培植同情心""智慧地回应"是"正念型"领导的组织原则."正念"可以帮助学校领导者更好地履行信息角色、人际角色、决策角色和道德领导角色. 相似文献
3.
4.
Ting WANG 《Frontiers of Education in China》2011,6(3):404-425
This paper examines a group of Chinese educational leaders’ leadership practice changes after undertaking a leadership development
course offered by an Australian university in China. It presents their self-reported changes in leadership practice profiles
and features selected vignettes. The study was primarily qualitative and interpretative, based on the interview responses
of 20 participants. The findings showed that exposure to different perspectives appeared to expand participants’ views and
equip them with a wider range of leadership strategies. Despite some observable differences in practices reported by participants
from the three sectors (school, educational system, and university), there seemed to be more similarities than variance. The
respondents were cautious about radical changes in leadership practice, reiterating that local contexts and cultures must
be considered when accommodating Western educational ideas. The study suggests that participants’ self-reported changes in
leadership practices resulted from mediation of contextual and cultural conditions rather than the direct transfer of Western
ideas and practices into the Chinese context. 相似文献
5.
The aim of the study was to determine whether teacher-mentees perceive their mentors as authentic leaders and if so, how these perceptions affected their leadership strategies. The sample included 60 Israeli teacher-mentees from different school levels and different sectors, who volunteered to participate in the study. Semi-structured interviews were conducted to explore participants' perceptions of mentoring processes that had influenced them professionally. Based on a confirmatory approach in qualitative analysis, using ATLAS.ti 5.0, we found that the influential mentors were perceived as authentic leaders who acted within four dimensions that were consistent with authentic leadership theory: self-awareness, balanced processing, relational transparency and internalised moral perspective. In addition, it was found that the influential mentors had contributed to the mentees' development of leadership strategies that included envisioning, engaging, evaluating, reflecting and monitoring. These findings may contribute to the development of preparatory programmes that can focus on development of authentic leaders among mentors, and may assist in developing middle-level leadership among their mentees. The present study indicated that mentoring characterised by authentic leadership could contribute to the broadening of leadership circles and to the construction of middle-level leadership through advancing mentees' leadership strategies within their educational spheres. 相似文献
6.
Wilfried Admiraal Joke Kruiter Ditte Lockhorst Wouter Schenke Henk Sligte Ben Smit 《Studies in Continuing Education》2016,38(3):281-298
It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers’ professional learning to their school practice with a positive impact on teachers’ motivation to learn and the effectiveness of their learning. In this field study, teachers, school leaders, policy-makers, educational consultants and educational scholars were asked for their perceptions of conditions for teacher learning in school and of interventions in school to enhance teacher professional learning. These conditions and interventions were understood as affordances in schools that enable and support teacher professional learning. The main affordance in school these stakeholders mentioned was an open, but critical way in which teachers share their practices, collaborate and reflect upon their teaching practice. Collaborative practices seem to stimulate many interventions of teacher professional learning in school. Two implications of this finding are discussed. First, we suggest that the maximum teaching time should be reduced, team teaching should be more implemented or classes should be scheduled in such a way that teachers can meet. Second, distributed leadership approaches match with our findings about the role of school leaders in teacher professional learning. 相似文献
7.
《International Journal of Educational Research》1998,29(4):359-370
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
8.
Angelo Paletta 《Journal of educational administration and history》2019,51(4):381-401
ABSTRACTThe 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
9.
Susan Hill Michael Harvey Bernard T. Harrison Robin Clarke 《Asia-Pacific Journal of Teacher Education》1999,27(1):25-45
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
10.
Distributed leadership applications in high schools in the State of Kuwait from teachers’ viewpoints
Sultan Ghaleb Aldaihani 《International Journal of Leadership in Education》2020,23(3):355-370
ABSTRACTThis 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
11.
Sonya Douglass Horsford 《理论付诸实践》2014,53(2):123-130
This article explains (a) why racial literacy—an understanding of the origins and function of race in US schools and society—is essential to the work of educational leaders, and (b) how educational leaders can improve their leadership through racial literacy. It introduces the concept of racial literacy as a first step to improving school leadership practices, to be followed by racial realism, racial reconstruction, and racial reconciliation in racially diverse school communities. The article concludes with recommendations and resources designed to advance the racial literacy of educational leaders and their teams as part of a broader commitment to inclusion and social justice in US schools. 相似文献
12.
教育局长是我国区域教育行政管理的基本领导群体,其领导行为直接影响着区域教育发展的内涵与进程。按照权变领导理论框架,教育局长的领导力与教育局长的工作情境直接相关。由于教育局长的工作情境具体由教育局、政府和学校系统三个开放的工作系统构成,因此,教育局长的领导力呈现出三维结构,即行政领导力、政治领导力和教育领导力。相应地,教育局长要提升领导力,应该从三个维度入手:领导领导者,有效提升教育局长的政治领导力;认识教育组织特征,有效提升教育局长的教育领导力;发展组织文化,提升教育局长领导的有效性。 相似文献
13.
Carlos Nevarez J. Luke Wood 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):266-280
The 15th Anniversary of the Los Angeles riots serves as an impetus to continue efforts in addressing how institutionalized theories, norms, and practices in schools and society lead to social, political, economic, and educational inequalities. The challenges of school inequalities continue to be chronic and remain unresolved through traditional practices, scholarship, theory, and professional training of school leaders. The intersection between urban school leadership and diversity is examined through critically reviewing hurdles that school leaders encounter, such as low socioeconomics, low representation of leaders of color, violence, and academic underachievement. We argue that urban school leaders can change school conditions by facilitating the development of proficient and culturally-competent teachers and administrators, and creating a positive school climate. Two existing frameworks were used to guide the researchers in the development of the Leadership in Diversity Continuum Model (LDCM) that can help guide leaders in their efforts to transform schools through an introspective analysis of their own identity development. 相似文献
14.
This article contends that it is important for educational leaders to understand and reown the historical roots of modern democracy. In particular, it highlights a foundational human capacity for shared ethical insight which characterizes the rich conception of democracy that can be traced in this historical development. Implications for educational leadership are considered and the idea of recentring school cultures on the narrative and ideals of developmental democracy is elaborated. 相似文献
15.
Jennie Welch 《School Leadership & Management》2018,38(4):355-377
The purpose of this case study is to examine the impact of the development and design of a district leadership competency model on leadership development outcomes in one Georgia school district. Specifically, we seek to illuminate the importance of Leadership Competency Models for (1) increasing clarity among aspiring leaders about the expectations for leadership within their system; (2) increasing shared understanding among school leaders and district administrators about the core elements of leadership required for success within their system; (3) increasing uniformity of practice in the identification and selection of candidates into the Aspiring Leader Program; and (4) improvements in the development and support provided for aspiring school leaders. As districts continue to work towards systemic improvement in leadership development nationwide, our findings have real-world implications for districts interested in identifying and developing aspiring leaders within their own systems. 相似文献
16.
Janet H. Chrispeels Kathleen J. Martin 《School Effectiveness & School Improvement》2013,24(3):327-365
A shift in educational policy and practice is to involve teachers in school reform. Many reform programs require school leadership teams for involving teachers, yet few studies have examined how teachers take up such new roles and responsibilities. Using the dual conceptual lenses of open-systems and micropolitics, we investigate how four middle school teams engaged with their colleagues to construct an identity, assume leadership roles, and situate themselves in their schools. We argue that the influence of training enabled teams to assume four roles: communicators, staff developers, problem-solvers, and leaders of change. The findings suggest that teams and educational leaders need to recognize the influence that existing organizational structures have on teams and the actions they are able to take. The results also indicate that knowledge of the organizational structure as well as micropolitical dynamics can serve as leverage points for constructing their roles and initiating change. 相似文献
17.
18.
Given the complexities of being an educational leader and, specifically, an educational leader of a gifted program or school, should there be a moral guide or framework that can inform the daily practices of leaders within an ever-changing educational context of competing demands? Should leaders of gifted programs employ the same ethos as any leader or by virtue of leading a program of a special interest group, be guided by a different, moral approach? This article posits that leaders of gifted programs and schools should operationalize an integrated approach drawing upon a variety of historical and more current theories of moral reasoning and intuition coupled with theories that draw on distributive, transformational, and situational leadership in order to make their advocacy and leadership more effective. 相似文献
19.
《Educational research; a review for teachers and all concerned with progress in education》2012,54(4):437-450
ABSTRACTBackground: 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
20.
Michelle Attard Tonna 《欧洲师范教育杂志》2017,40(1):91-109
Current reforms in the Maltese and Scottish educational contexts can only be fully implemented if teachers radically transform the way they teach. Teacher professional learning is an important mechanism that policy-makers, school leaders and administrators have to achieve this. Teacher professional learning is, above all, situated within the specific social workplace environment of teacher practice. Thus, schools need to be recognised as important sites of professional learning for teachers. In Malta and Scotland teachers were asked about their professional learning to identify how the learning environment within individual schools affects professional learning. In both countries, collaboration and school leadership were key components in determining a school’s learning environment. Data analysis led to the production of examples of expansive and restrictive features. Policy-makers, school leaders and administrators can use these features to examine how schools operate in terms of helping or hindering professional learning in the school environment. 相似文献