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1.
On-going curriculum reform in China demands that teachers and principals shift their norms of practice to facilitate student learning. Principals are expected to take a more hands-on approach and work more collaboratively with teachers towards curriculum change. This paper presents case studies of how principals in three different schools in Shanghai shaped teacher development activities which built teacher understanding and capacity to meet the requirements of the curriculum reform. The analysis provides insights into how principals proactively promoted teacher development and identifies some of possible gaps in their strategies. Implications are drawn about the relationships between curriculum reform, school leadership and teacher development.  相似文献   

2.
Principal’s hands-on strategies reflecting their theories of changing have a substantial effect on the development of their schools and on how the large-scale reform takes root. The study explores five comprehensive school principals’ leadership strategies during a large-scale school reform in Finland. The principals’ strategies in the middle of reform acknowledged the process nature of leading and involved coherence-making. The inclusive and learning-oriented strategies were applied quite consistently in terms of the horizontal, but not so much in the vertical coherence-making. Exclusive strategies we used to decrease teachers’ workload. Principals’ theories of changing seem to focus on creating and protecting teachers’ opportunities for meaningful learning.  相似文献   

3.
In this article, we discuss principals’ perspectives on the priority given to the place in the curriculum of and the supporting practices related to health and sustainability education in schools in Denmark (for pupils aged 6–16). The study is situated within the discourses about critical health and sustainability education and treats the two issues as societal challenges that are important to address in schools as educational examples. We draw on the literature on school leadership challenges linked to global neoliberal trends in educational reform. The context of the study is the ongoing school reform in Denmark. The data were generated through an online survey of principals in Denmark (n = 118). The findings show that although the principals view school as an important arena for health and sustainability education, their actual support for such education lags behind. Health education is prioritized somewhat more than sustainability education; however, both are characterized by insufficient attention to teachers’ professional development and the low prioritization of collaboration within the school and between the school and community actors. Acknowledging the contradicting demands that principals face in the context of the reform, we argue for reconnecting the concept of leadership with the wider purposes of schooling and for providing space for an emergent, whole-school curriculum that addresses health and sustainability.  相似文献   

4.
ABSTRACT

Turkey possess one of the most vibrant educational systems in the World. This study specifically aims at revealing Turkish school principals’ perceptions about the large-scale changes imposed by the Ministry of Education and the strategies they follow for coping with these changes. The study was designed as a generic qualitative study. Twenty principals from different schools at different levels were identified through snowball sampling and semi-structured interviews were conducted with each of them. The decoupling between change interventions and the needed change, inappropriate change implementation process, the passive role of the school principals in the design phase of change interventions are some of the major challenges that school principals encounter. The passivity of the principals during design phase put them into a state of reluctant activeness to find out resources, create readiness and adopt a mediating role between top authority and the teachers in order to implement the imposed changes.  相似文献   

5.
The lived experiences of novice teachers in out-of-field positions influence future career decisions and impact on their journey towards being competent and experienced practitioners, conversely their “life-world” is often misunderstood. The purpose of the study reported in this article is to investigate the lived experiences of these teachers, how principals’ understanding and leadership styles influence the lived experiences of novice out-of-field teachers, and what these lived experiences mean for school leaders. The article highlights perceptions of school leaders and novice out-of-field teachers about out-of-field teaching. It argues that the strategies implemented by school leaders based on their understanding of novice out-of-field teachers’ lived experience greatly influence the development of these teachers. It draws on Gadamer’s theories to investigate the lived experiences and perceptions of four principals and four novice out-of-field teachers through the different lenses of these participants. It concludes with a discussion on the interrelationships between school leaders’ understanding, novice teachers’ lived experience and what it means for the teaching environment. Participants’ interpretation of specific lived experiences connected to out-of-field teaching shapes meaning in their attempt to understand and to “belong,” for example, confidence issues, self-esteem concerns, and disconnectedness. The investigation of these units of meaning provides an in-depth understanding of the interrelationship between leadership and the lived experiences of novice out-of-field teachers.  相似文献   

6.
提出并检验了一个有调节的中介模型,探讨校长的服务型领导对教师情绪衰竭的影响,以及心理安全感的中介作用和不确定性规避的调节作用。采用服务型领导、心理安全感、不确定性规避和情绪衰竭量表对427名中小学教师进行调查。结果表明:服务型领导对情绪衰竭具有显著的负向影响;心理安全感在服务型领导力和情绪衰竭之间起部分中介作用;不确定性规避调节了服务型领导对心理安全感的影响。结果启示我们要在校长领导提升中推广服务型领导方式,降低教师的工作倦怠;校长应该创造和谐融洽的工作环境,提升教师的心理安全感;校长要重视教师的个体差异,权变性地使用服务型领导。  相似文献   

7.
In this article we discuss students’, teachers’ and school principals’ perceptions of democratic school leadership reforms in Kenya. The article is based on a study that was conducted in two phases. In phase one (conducted between September and December 2007), interviews were undertaken with 12 school principals in which understandings of democratic school leadership were explored. These data were then used to develop a rationale for selecting the case schools. The second phase (conducted between January and April 2008) was an in‐depth case study of two schools. The findings reveal that school principals have made efforts to inculcate democratic school leadership by involving teachers in decision making on school matters. The principals also allow students to participate in matters such as election of prefects and holding class and house meetings. However, most teachers and principals do not support what they referred to as ‘full democracy’ for students and instead prefer what they called ‘partial democracy’ based on historical and cultural factors.  相似文献   

8.
The current emphasis on data is a powerful force behind educational reform strategies. Administrators and teachers are inundated with data and increased expectations for data-driven practices in an effort to drive school reform. This mixed method study examined teachers’ experiences in a pilot professional development program to enhance data literacy and data use practices among nine grade-level elementary and middle school teacher teams in a single school district. Pre, post and follow-up surveys of the 28 teacher participants revealed promising outcomes of the professional development program. Significant increases in teachers’ reported data literacy, efficacy, and collaboration were evident. The study also examined school-level factors that supported data use practices and data cultures. Interviews with 15 school principals revealed how structural features such as district requirements, school expectations, and established policies and routines influenced teachers’ data use practice. Structural factors facilitating collaboration were associated with instructional goals and improvement cultures.  相似文献   

9.
This case study investigated the role of school principals in the induction of beginning teachers in Copiapó, Chile. Building upon group and individual interviews, and review of extant literature, the following findings were established: (a) principals in this study expect beginning teachers to be fully formed as classroom teachers; (b) principals were unlikely to talk about induction practices that might help beginning teachers to learn pedagogical strategies for classrooms; and (c) principals’ induction practices focused on the symbolic role that principals play as the highest authority within the school which has little practical influence on helping beginning teachers to develop their pedagogy. Implications for policy and practice are discussed.  相似文献   

10.
In a time where standards and accountability override trust in teachers and principals, mandated versions of pedagogy have recently appeared in the Australian landscape. This article critiques one pedagogical reform initiative and suggests that in performative times, it may be preferable for principals and teachers to speak ‘over’ reform than to speak ‘back’ to it. While reference to competency standards increasingly replaces discussion about professionalism, the argument is developed here that key elements of professionalism include trust, agency, identity and judgement, which are excluded from the standards discourse. The article proposes that the tenuous hold teachers have on professionalism might be strengthened by critical school leaders adept at navigating their way around performative demands and who encourage teachers to speak ‘over’ codes about appropriate behaviour to instead explore what it means to be a teacher professional.  相似文献   

11.
With the continuous deployment of ICT in K-12 education, strong access but weak uptake has become the greatest challenge for ICT implementation in schools. As the pioneer of China’s K-12 educational reform, Shanghai draws our attention in terms of the critical factors and the underlying mechanism of ICT transformation in K-12 schools. The study used questionnaire survey data collected from 2894 Shanghai teachers (971 primary, 990 middle and 933 high school teachers) to investigate the relationships between government ICT policy, school principal e-leadership, ICT implementation in schools, teacher attitudes towards ICT and pedagogical change and changes in student learning. The structural equation modelling results revealed a significant influence of e-leadership by school principals on ICT transformation in schools, confirming the critical role of e-leadership in ICT transformation model. In addition, the higher the school stage, the more personal rather than organisational factors affected the changes in teaching and learning. The findings imply a profound sociocultural and technological dilemma due to the pressure of getting into college and risk-taking in ICT-related educational transformation. The study contributes to our knowledge in terms of a more nuanced ICT transformation mechanism between school stages.  相似文献   

12.
The purpose of this research is to achieve a deeper understanding of emotional support in principal–teacher relations. The study aims to shed light on the role of principals’ supportive communication strategies in providing emotional support to teachers, and on the proximal affective outcome of such support. The study used quantitative data obtained from 190 schoolteachers to explore the effect of principals’ emotional support on teachers’ emotional reframing through principals’ supportive communication strategies (empathic listening and empowering and normalizing messages). The analysis indicated an indirect effect of principals’ emotional support on teachers’ emotional reframing through principals’ supportive communication strategies. The results and their implications are discussed.  相似文献   

13.
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14.
Human behaviours in organisations are closely associated with leadership styles. The main purpose of this study is to find out the relationship between teachers’ perception about multi-frame leadership orientations of principals and teachers’ emotional labour. The study is based on Bolman and Deal’s Four Frames Model, and, therefore, the Leadership Orientation Scale and Emotional Labour Scale are used. The participants of this research are 570 teachers. The teachers’ perceptions showed that school principals tend to mostly use political and structural frames. In addition, teachers consider themselves as having a high level of genuine emotions. It was also found that school principals’ leadership orientations are significant predictors of emotional labour.  相似文献   

15.

Increasing job duties and responsibilities associated with the changing role of school principals have prompted even greater accountability. As a result, principals are faced with competing demands and expectations in various forms of accountability from multiple stakeholders. This study examines principals’ perception of accountability in the context of work intensification with a particular focus on the question of “accountable to whom and why.” A total of 1434 practicing principals responded to an online survey that sought to determine the groups and individuals to whom principals feel accountable, and why principals feel accountable to those particular individuals or groups. The survey achieved a response rate of 52.68%. The research results show balancing competing accountabilities concerning students has become a daunting task for school principals. The competing if not conflicting expectations from (federal and state/provincial) educational authorities, teachers, parents, students, and various interest groups often pose significant challenges to principals’ work and add to the complexity of principals’ role. The unrealistic expectations imposed on principals make it imperative to critically examine the changing role of school principals and identify essential and legislatively mandated duties and responsibilities of principalship to better reflect and address their intensified work realities.

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16.
The purpose of this research was to examine the implementation of a professional learning project aimed at building educators’ knowledge and skills in assessment for learning (AfL) within two school districts in Ontario, Canada. Specifically, the research examined the value of a two-tier Instructional Rounds (IR) professional learning model. This professional learning model was unique because it engaged both teachers and principals in collaboratively learning and implementing AfL strategies in order to develop systemic capacity in assessment. In total, 12 principals, 48 teachers, two superintendents and two school district assessment consultants participated in the study. Data were collected through observations of IR sessions, classroom observations, interviews, IR session reflections and a post-project survey. Findings from this study report on positive changes in teachers’ and principals’ conceptions and implementation of AfL as well as on the value and challenges of IR as a professional learning model. The paper concludes with a discussion on developing systemic capacity in AfL through an IR model of professional learning.  相似文献   

17.
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18.
The main purpose of this research was to examine the relationships among school principals’ transformational leadership, school academic optimism, teachers’ academic optimism and teachers’ professional commitment. This study conducted a questionnaire survey on 367 teachers from 20 high schools in Taiwan by random sampling, using principals’ transformational leadership scale, a school academic optimism scale, teachers’ academic optimism scale, and teachers’ professional commitment scale. The results of confirmatory factor analysis showed that there is good fit in the factor structure of school academic optimism and teachers’ academic optimism. The results of the Pearson product-moment correlation analysis and path analysis revealed that principals’ transformational leadership has a positive effect on school academic optimism and teachers’ academic optimism. School academic optimism has a positive effect on teachers’ academic optimism. Principals’ transformational leadership and teachers’ academic optimism have a positive effect on teachers’ professional commitment. Finally, this research offers some suggestions based on the results.  相似文献   

19.
Relying on the contingency theory, the present study examines the influence of school characteristics and principal–teacher gender (dis)similarity on the relationship between principals’ systems thinking (PST) and teacher withdrawal behaviours of absenteeism and intent to leave. Data were collected from two sources: 111 school management team members and 109 teachers (220 participants in total) randomly chosen from elementary schools in Israel. Hierarchical regression analyses showed that principal–teacher dissimilarity and a bureaucratic school structure moderate the relationship between PST and teachers’ withdrawal behaviours. These findings indicate that the organisational conditions under which principals practise systems thinking can affect teachers’ withdrawal behaviours. Therefore, this study may advance theory and practise regarding the implications of PST on withdrawal behaviours, which are an important determinant of teachers’ performance and a school's success.  相似文献   

20.
Collaborative school cultures are perceived more and more as being essential for better schools. Therefore, one of the important roles of a principal should be that of culture builder. Results from this secondary analysis suggest that principals could foster collaborative cultures by applying certain strategies. However, this study also indicates that the way principals should use the strategies depends on the level of teachers’ motivation and commitment. The strategies which appear to be important and the attention to be given to teachers’ needs, motivation and commitment seem to agree with the components associated with transformational leadership.

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