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1.
Alan Floyd  Carol Fuller 《Compare》2016,46(2):251-271
While the role of leadership in improving schools is attracting more worldwide attention, there is a need for more research investigating leaders’ experiences in different national contexts. Using focus-group and semi-structured interview data, this paper explores the background, identities and experiences of a small group of Jamaican school leaders who were involved in a leadership development programme. By drawing on the concepts of culture, socialisation and identity, the paper examines how the participants’ journeys of becoming and being school leaders are influenced by national-level societal and cultural issues, experienced at a local level. The findings suggest that in becoming school leaders, the participants perceived that they had a strong sense of agency in attempting to change the social structures within the institutions they lead and in the surrounding local communities, which in turn, they hope, will have a lasting effect on the nation as a whole.  相似文献   

2.
This paper aims to report how school leadership is challenged by the three waves of education reform and development in Hong Kong. Since the 1970s, school leaders in the first wave were mainly concerned with achievement of the planned goals through improvement of teaching and learning. In the 1990s, school leaders of the second wave often focused on interface improvement through various types of quality inspection and assurance. In facing the challenges in the new century, the third wave of changes in Hong Kong is moving towards the pursuit of future effectiveness. The school leaders need to be concerned with enhancing educational relevance and creating new goals. This paper will discuss how the leadership conceptions and concerns of the third wave in Hong Kong are completely different from the traditional thinking. Implications are drawn for educators, policy-makers, and scholars in different parts of the world.  相似文献   

3.
As the academic and professional honor society of counseling, Chi Sigma Iota (CSI) has been recognized in developing advocacy, leadership, and professional identity in student and professional members. A qualitative, grounded theory study was conducted to investigate experiences of 15 early career counselors who were CSI chapter leaders as graduate students. An emergent theory of CSI chapter leadership and professional identity development in early career counselors is presented. Implications are discussed for counselor educators, CSI leaders, and counseling students and professionals, with suggestions made for future research.  相似文献   

4.
Leadership is a skill that can be learned through professional development, mentoring, and leadership development programs. In Ontario, the Teacher Learning and Leadership Program (TLLP) helps educators develop their leadership skills through a Ministry of Education–funded project that addresses student learning needs in their classrooms. This article examines how the TLLP built the foundation for a teacher to lead beyond his classroom and continues to develop leadership skills in others across the province.  相似文献   

5.
This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (Leading change. Harvard University Press, Cambridge, 1996) eight steps for leading organizational change, we analyze the work and perspectives of individual teacher leaders, and we examine how teams of teacher leaders and principals function collectively in their efforts to lead instructional change. Our findings have implications for schools seeking to utilize teacher leadership as a reform strategy for authentic instructional improvement.  相似文献   

6.
Counselor educators are well‐equipped to serve as academic leaders, yet little is known about what factors influence their engagement experiences. This grounded theory provides a theoretical model of academic leadership engagement based on interviews with 20 counselor educators with academic leadership experience. Implications for facilitating academic leadership engagement are provided.  相似文献   

7.
ABSTRACT

This article focuses on teacher educators’ role and how it was enacted and experienced by teachers and leaders in a school-based development project. The arena for the teachers’ professional development was the school, and teacher educators at one teacher-education institution and three schools took part in the research. Teacher educators, teachers and school leaders were interviewed two years and two months after they formally took part in the project, for one year in a pilot program and afterward for three semesters. The findings show that the teacher educators enacted their roles differently, and that they realise that they should have collaborated more and coordinated their experiences from collaborations with teachers and leaders to learn from their experiences in school. The leaders and teachers were satisfied with the teacher educators’ lectures, but the teachers wanted more dialogue with teacher educators and felt that teacher educators should have helped them transform their knowledge into teaching actions in practice. Teacher educators taking part as supporters in teachers’ practice truly could infiltrate instruction and learning. The study demonstrates that culture, structure and content need to be coordinated to enhance school-based development.  相似文献   

8.
For school improvement, more teachers need to function as leaders. Understanding the various dimensions of teacher leadership is requisite knowledge for encouraging the development of more teachers as leaders. Teacher leaders can fulfill multiple roles as they encounter obstacles in schools. The author addresses the challenge of supporting teachers in leadership roles, presents a model, and recommends ways for administrators and teacher educators to shape teacher leaders.  相似文献   

9.
This paper provides a review of school leadership preparation and development in Australia through considering the requirements for becoming a principal, how leadership preparation and development occurs, and consideration of recent developments to provide an Australian standard for school leaders. Australian educators have relied mostly on a self-identification and self-managed system in which individuals decide that they want to pursue leadership opportunities and then seek out the support and experiences to help them. Support is available and provided through system, university, and service organization programmes, and the support of colleagues and senior leaders in schools. Whilst there is an extensive range of support provided by systems, universities and service organizations, there is little evidence of their impact on schools. At the school level there needs to be far greater support in identifying and developing leaders. Developments in creating a national leadership standard might lead to some type of credentialing programme that could allow individuals to benchmark their development, and ensure that preparation and support programmes are of the highest quality. An alternative view is to reinforce greater individual responsibility for leadership development and career progress, encourage schools and systems to focus less on individual leadership and more on collective leadership, and consider more innovative ways of providing leadership development.  相似文献   

10.
This study explores the narratives behind how academics in formal leadership positions perceive their roles as leaders and their leadership development. Fifteen leaders in their varying capacities as managers of research in their universities participated to illustrate the complexities and challenges associated with their roles. Using narrative and discourse analysis, multiple lenses (“what”, “how” and “why”) were used to analyse the participants' narratives. This study then explores the impact of the leaders' perceptions on their teaching, research and graduate supervision roles. Results indicate that research managers' narratives replicate those of the storied lives of leaders with constructed images. The study concludes with some implications for policy and practice as well as suggesting the use of multiple-lens analysis as a tool for narrative inquiry.  相似文献   

11.
In this collaborative autoethnography, we explored how 14 academic and administrative leaders of color working in faith-based higher education have experienced personal and professional mentoring, and how mentoring experiences have influenced their leadership development. All participants identified a wide array of developmental relationships that had contributed to their leadership development, although not all of the relationships were labeled as mentoring. Whereas female participants (11 in total) relied on these relationships primarily for psychosocial support, three male participants had more actively sought out mentoring relationships to develop career skills and expand their professional network. Particularly, for the female participants, mentoring took place mostly outside their professional settings. We argue that personal and institutional factors contributed to the participants’ limited access to professional mentoring within their higher education contexts. This collaborative autoethnography process, which lasted at least six months for most participants, unexpectedly provided professional mentoring opportunities for these leaders of color.  相似文献   

12.
This paper investigates how university leaders in Finland implement quality management in their respective institutions. The study uses a modified model of the European Foundation for Quality Management (EFQM) Excellence Model as a theoretical base in eliciting information on quality management strategies from the senior academic leaders in these universities. The main objective of the study is to explore the different management approaches in quality improvement in university management as perceived by the leaders. The study has made use of administration questionnaires and interviews as methods of data collection. Although the findings show many approaches to quality improvement in university management, one of the conclusions emerging from the study is that Finnish responses to their management styles may serve as inspiration for other universities especially with regard to quality control and leadership styles.  相似文献   

13.
教学是学校的中心工作。随着全国范围内课程和教学改革的深入推进,人们越来越关注教学领导。教学领导研究是当前国际上的一个研究热点,并呈现新的特点。教学领导涉及多方面的因素,校长不仅要担当教学监控、反馈和指导等职能,而且还要致力于营造良好的学校文化和组织氛围;校长不仅是教和学的领导者,同时还承担支持者的角色,为教学提供资源和时间上的保障,促进教师在专业上不断进步。而教师也不再只是单纯的课程执行者的角色,而是被赋予课程开发者的角色,创造性地生成课堂和开展教学。  相似文献   

14.
ABSTRACT

Community College leaders face new and diverse challenges, often requiring different orientations to leadership than were effective previously. Yet, focusing on leadership as a series of career stages through which particular skills and techniques are learned often leaves leaders without the capacity to do the adaptive work required of their changing organizations. Conceptualizing leadership as an on-going process of learning relinquishes the need for a specific career orientation, and focuses on developing and sharing leadership throughout the college. Taking this approach uncovers mental models that affect how administrators see the world and, therefore, act within any environment. It shifts the goal of leadership preparation to understanding the concepts (and processes) of transforming organizational reality, challenging organizational status quo, and of deep change. It also ties leadership more directly to creating learning environments for leaders and others, which is important for community colleges interested in fulfilling the role of learning colleges. A model presenting leadership as learning concepts is presented, showing changes over time reflecting cognitive development of leaders and followers.  相似文献   

15.
有效的学校领导是学校质量和学校变革的关键因素。学校领导者是学校组织变革和发展的中心。发达国家在学校组织变革过程中越来越强调学校领导者的作用,强调学校领导者应该成为教育性领导。发达国家的研究者们揭示了教育性领导的内涵,从三个维度解释了教育性领导的职能及其相互关系,包括教学领导、课程领导和学习领导,同时还指出了教育性领导的建构策略。  相似文献   

16.
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   

17.
Western frameworks for school improvement, including the stakeholder model and the model of decentralized leadership, have recently been promoted as solutions for school improvement. Using early childhood education in Hong Kong as an illustrative case, this article focuses on the power and authority of leadership in school decision making. The interview data collected from the two case study schools reveal a paradox of power in leadership that is characterized by tensions between centralization and decentralization in the change process, where decentralization is advocated by policymakers but traditional hierarchical cultures remain. The relationship between the leaders and school stakeholders incorporates a concept of harmony that functions to defuse the potential power struggle embedded in decision making.  相似文献   

18.
This paper presents the key findings of a recent study into the relationship between first time principals' formative years and their early experiences in the leadership role. The family, school and religion all had a significant influence in shaping basic values and beliefs, and the beliefs and values in turn exercised considerable influence on how new principals carried out their roles. It was evident that the socialization agencies of principals' respective families, workplaces and schools all played a noticeable role in the conception of their ‘self’ and their ‘leadership character’. The study also illustrates the impact of early experiences on the educators even before they took up positions of leadership, and throws light on their aspirations to become leaders and the strategies they employed to work their way up the career ladder. The paper explains how early life experiences, when combined with the historical, economic and cultural context in Singapore, affected the thoughts, attitudes, and actions of the novice principals. Finally, the paper examines some of the things that were perceived by the new principals as either supporting or hindering their practice, and at how they were affected. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

19.
This qualitative instrumental case study explored the experiences and perceptions of seven community college leaders of their use of anticipatory leadership. Two research questions guided this study: (a) How do community colleges use anticipatory leadership to respond to internal and external changes? (b) How do community college leaders use anticipatory leadership principles for problem solving? The themes that emerged to address question one were engagement with others is required to respond to change effectively, data analysis and currency of knowledge are required to identify gaps and to respond to them, leaders must be willing to take calculated risks, and leaders must communicate effectively in order for change to occur. The themes that emerged to address question two were analysis of data is instrumental to identifying and closing the gaps in institutions, leading to better informed decisions; and anticipatory leadership reduces the need to use reactionary leadership practices. The findings of the study are that the participants identified and supported that anticipatory leadership practices are effective for responding to change. The anticipatory leadership practices highlighted as needed by the participants included the need for leaders who are engaged, have the skills and ability to utilize data to make decisions, are current in their higher education knowledge, take calculated risks when needed, and can communicate effectively. These skills are needed for community college leaders to be able to be proactive versus reactionary in their decision-making, as well as effective with their gap analysis identification, trend predictions, decision-making, and problem solving.  相似文献   

20.
Most discussions about special education leadership address the work of principals and district administrators, without reference to the collective and distributed forms of leadership that have taken center stage in contemporary discussions about improving schools. To explore the contributions of and roles for teacher leadership in special education, selected teacher leadership literature in general education is reviewed, including the emergence of new teacher roles in schools, roots and meanings of teacher leadership, and possible benefits of teachers as leaders. Although no studies were found that specifically investigated the work of special education teacher leaders, illustrations of their work are provided as they lead through school-wide collaboration, participate as clinical faculty in Professional Development Schools (PDSs), serve as mentors to new colleagues, and work in district-wide professional development. After a review of several examples of teacher leadership in special education, barriers to teacher leadership and ways of supporting the work of teacher leaders are considered.  相似文献   

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