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1.
ABSTRACT

The instructional leadership approach expects school leaders to give top priority to ongoing improvement of teaching quality and academic outcomes. Researchers have found that despite the top-down pressures to assume an instructional leadership role, school principals demonstrate limited direct involvement in such leadership. The current qualitative study, based on semi-structured interviews, aimed to expand inquiry into inhibitors of instructional leadership in Israeli principals. Data analysis uncovered that Israeli principals’ perceptions served as key inhibitors of instructional leadership, identifying three main perceptual inhibitors: (1) perceptions regarding principal-teacher relationships; (2) perceptions regarding the role of the principal; and (3) perceptions regarding the goal of schooling. These findings expands the available knowledge by illustrating how for Israeli principals, the inhibitors of instructional leadership did not only involve the constraints and capabilities of school principals but also deep disagreements with the conceptual framework that underpins instructional leadership. Implications and further research are discussed.  相似文献   

2.
杜芳芳 《中学教育》2011,(3):43-48,29
随着教育改革的深入推进和教学专业化的凸显,校长不能仅仅扮演行政管理者的角色,还应该成为一名积极的教学领导者。教学领导是校长领导力的核心和关键,它是一种专业领导力。这种专业领导力建立在专业权威和道德权威的基础上,以尊重教师的专业自主权为前提,并表现为多种角色。校长行使教学领导主要通过创建共同愿景、关注课堂、促进教师专业发展、构建中层领导团队等途径实现。校长教学领导力的获得和提升,不仅要通过相关训练来帮助校长提高教学领导的能力,也要减少校长过多的行政负担,但最重要的是校长自身的修炼和提升。  相似文献   

3.
ABSTRACT

The instructional leadership role of the principal has received much attention in the literature. The present study draws upon emerging research and explores the basis for predicting school academic achievement from the instructional leadership behavior of principals. A model of instructional leadership was examined to determine its predictive power in correctly identifying high‐ and low‐achieving elementary and high schools in two distinct cultural contexts. A total of 265 teachers and principals from California and the Marshall Islands participated in the study. The results indicate that school academic achievement can be predicted from a knowledge of principal instructional leadership behaviors. The theoretical and practical implications of the results are discussed.  相似文献   

4.
This case study uses evidence collected for accreditation and programme improvement at a small university Master's and certification programme in Educational Leadership Development to describe efforts to help leadership candidates use data during the programme's final internship experience. Programme features supporting the growth of candidates' instructional leadership skills are discussed as are the challenges faculty encountered supporting leadership candidates' efforts to use data to lead change projects. Suggestions for evaluating programmes' ability to teach evidence-based leadership practice are offered at the paper's conclusion.  相似文献   

5.
The aim of this action research study was to enhance the instructional leadership capacity of aspiring school leaders, through a practical learning experience. The participants observed classes, collected classroom-based data, prepared and delivered written constructive feedback to teachers. Findings suggest that aspiring school leaders need to develop a knowledge foundation related to quality instruction, teachers respond in a positive way and appreciate the feedback offered, constructive feedback has potential to guide teachers’ professional development, aspiring instructional leaders must be professional as they deliver feedback, and schools need to set up system for the effective delivery of constructive feedback to teachers so that teaching and learning excellence can be achieved.  相似文献   

6.
This paper presents the results of an exploratory research project about the perception of aspiring principals regarding the challenges of beginning principals and the support that they need. These aspiring principals are participants on the Leaders in Education Programme (LEP) in Singapore. According to the research findings, the LEP participants perceived that the main challenges they were likely to face if and when appointed as principals would be adapting to a new environment and role; working with staff and other stakeholders; and meeting the expectations of others while trying to live true to one's values. The support they felt they would need as beginning principals was a network of professional peers; guidance from an experienced mentor; and access to the expertise of academics and continuous professional development platforms. Interestingly, while Singapore appears to have a reputation for a focus on examination results and quality assurance measures, the participants hardly mentioned any challenges or need for support in these areas. The paper calls for a greater level of understanding and support for beginning principals in doing an increasingly demanding job in a highly complex environment.  相似文献   

7.
Few studies have investigated what occurs inside charter schools with respect to instructional leadership, teaching, and learning. To address this gap in the literature, this case study examines two major issues: how the principals at four charter schools enact instructional leadership in their respective schools, and what barriers the principals encounter when enacting instructional leadership at their school sites. The results highlight three main categories of instructional leadership practices: developing a school mission, managing curriculum and instruction, and promoting school climate and culture. In addition, the data reveal that while the principals attempted to engage in instructional leadership, they encountered barriers related to budgeting and staffing. The paper broadens the scholarly understanding of instructional leadership in schools with high levels of autonomy.  相似文献   

8.
As universities prepare educational leaders for twenty-first century schools, the quality and authenticity of the internship experience require both the strengths of university faculty and the expertise of practitioners to create authentic experiences that seek to bridge the theory-to-practice divide. One mechanism to achieve this is through quality mentorship by school- and central-office-based personnel during the internship experience. A central aspect of this professional relationship is the ability for the mentor to provide access to quality activities that will prepare the aspiring leader for his/her first administrative position. This exploratory study examined language utilized by interns in their time logs as well as information gleaned from preliminary surveys of both interns and mentors upon completion of their experience. Findings revealed the complexity of language analysis and revealed a need for understanding activities of interns and interactions with mentors in a contextual fashion.  相似文献   

9.
While research in Western societies has found that principal leadership is usually a necessary condition for school improvement, there remains a dearth of research on how principals provide instructional leadership in developing countries. This study sought to address this need by adapting the PIMRS (Hallinger, 1984a), an instrument designed to assess principal instructional leadership. The PIMRS was translated and administered to 10 secondary school principals in northern Thailand. Findings from this initial study indicate that the PIMRS‐Thai Form appears to provide data on the instructional leadership of secondary school principals that meet or exceed common research standards of reliability and validity. Researchers and practitioners interested in assessing principal instructional leadership in Thai schools can proceed to use the PIMRS‐Thai Form with a reasonable degree of confidence that it will yield accurate information on job performance in this domain.

Consistent with past studies, the principals in this study tended to rate themselves higher in their self‐assessments than did their teachers (Hallinger & Murphy, 1985; O'Day, 1983). Current and past data suggest that greater credence be given to the teacher assessments. With this in mind, the results indicate that this sample of secondary school principals from northern Thailand exercised a low to moderate level of instructional leadership activity. Assessments of secondary school principals using the PIMRS in the United States (Haack, 1991), Malaysia (Saavedra, 1987), Canada (Jones, 1987) have all yielded significantly higher scores when compared with this Thai sample.  相似文献   

10.
Existing preparation programmes for school principals have been widely criticized for failing to prepare their students adequately for their future roles. This study investigated a workshop at a principal preparation programme which focused on collaborative learning from personal real-life cases, exploring its potential contribution to the professional development of aspiring principals. Using qualitative methodology, we investigated 99 journal entries written by 12 aspiring principals who had participated in such a workshop. Data analysis revealed three benefits of this way of learning: (1) developing a multidimensional view; (2) acquiring applicable knowledge; and (3); nurturing the ability to doubt. Analysis suggests that collaborative learning from personal cases may be an appropriate pedagogical approach for principal preparation programmes; however, there are some concerns worthy of attention.  相似文献   

11.
ABSTRACT

One aspect of instructional leadership is the work principals undertake in supporting and developing teachers’ skills and capabilities. This paper examines this aspect of school leadership within a climate characterised by increased principal workloads, heavy external accountabilities, pressure to improve student results, and heightened autonomy which included discourses regarding principals’ increased freedom in staffing decisions. The case studies within this paper focus specifically on principals’ work in relation to the recruitment and development of staff. Policy and discourse suggests that principals have the autonomy to recruit and build staffing teams to meet school needs and improve outcomes, though questions have been raised about how autonomous public schools can be a part of a wider system. This paper explores the role autonomy plays in leadership practices relating to staff recruitment and development. The findings contribute to a body of knowledge regarding the ways principals make sense of and enact their work under highly pressurised school improvement policy conditions.  相似文献   

12.
In this three part series, four professors who teach graduate level courses on the design of instructional video games discuss their perspectives on preparing instructional designers to optimize game-based learning. Part I set the context for the series and one of four panelists discussed what he believes instructional designers should know about instructional game design. In Part II, two faculty members who teach courses on instructional game design presented their perspectives on preparing instructional designers for game-based learning. Part III presents a fourth perspective along with conclusion that contrasts the four views posited in Parts I-III.  相似文献   

13.
The current qualitative study sought to examine how male and female principals enact their instructional leadership. Data were collected through 59 semi-structured interviews with 36 female principals and 23 male principals from Israel, and analysed in a four-stage process – condensing, coding, categorising, and theorising. Findings presented two main differences between male and female principals’ instructional leadership: (a) the source of authority nurturing their instructional leadership; and (b) the integration of instructional leadership with principal-teacher relationships. Gender theories were employed to explain these findings and further research possibilities in this realm are discussed.  相似文献   

14.
This article’s purpose is to highlight the perspectives and actions of urban, public school K-12 principals who are noted for prioritising instructional leadership. Grounded in the conceptual framework of agency, I examined the work experiences of 18 New York City public school principals nominated by supervisors, colleagues, trained educational consultants, parents, and students through a four-phase qualitative study consisting of interviews, time surveys, document review, and observations with participants. In order to uphold instructional leadership, analysis highlighted that participants assumed agency by engendering perspectives and actions that viewed instructional leadership as: grounded in learning, influenced by teachers/staff, requiring time and planning for principals and teachers/staff, and calls for teacher/staff empowerment.  相似文献   

15.

This article describes the ways in which a 25-hour internship with families who have children with disabilities impacted four doctoral students in educational leadership. We discuss the lessons we learned as a result of our experiences and provide insight into the structural components of the internship experience that were critical to enhancing our professional development. Key lessons include: (1) the realization that disability is a socially-constructed term that does not describe the talents, feelings, and aspirations of individuals with disabilities; (2) increased knowledge and strategies about how school leaders can provide support to families by listening to their hopes, dreams, and challenges; and (3) the critical need to include families in decision-making processes to ensure that the family perspective is represented. Important structural components of the internship experience included spending time with families in their homes and communities for extended periods of time. Implications for the preparation of educational leaders are discussed.  相似文献   

16.
One of the key factors that contribute to effective management of schools is the professional development of principals. The role of the principal has become more complex with the dynamic and constant reforms in the educational environment. The present study focuses on the professional development of principals in New Zealand and Singapore. The identified categories for comparison include similarities in knowledge on leadership, models and skills that are important for aspiring principals. Differences include the selection process, programme design, modes of learning, futuristic projects and visits to other institutions. The study contributes to our understanding of key dynamics in the professional development of aspiring principals by identifying categories for comparison and discussing their relevance for analysing similarities and differences between these. The study also points to relevant interactions between professional development and the local environment.  相似文献   

17.
Literature on school reform has emphasized the need for principals to expand beyond their traditionally administrative role and become instructional leaders. This article examines the relationship between the practice of site-based instructional leadership and the professional development that teachers received in the context of a district-wide reform effort in San Diego City Schools. Using data from teacher surveys and school-based interviews, we find a connection between aspects of principal instructional leadership (coherent school-wide vision and leaders' engagement in instructional improvement) and selected research-based characteristics of effective teacher professional development (coherence and focus on content and curriculum). We conclude by addressing some of the tensions and limitations associated with a particular vision for site-based instructional leadership.  相似文献   

18.
The implementation of science reform must be viewed as a systems-level problem and not just focus on resources for teachers and students. High-capacity instructional leadership is essential for supporting classroom science instruction. Recent reform efforts include a shift from learning about science facts to figuring out scientific phenomena in which students use science practices as they build and apply disciplinary core ideas. We report findings from a research study on professional development (PD) to support instructional leaders' learning about the science practices. After participating in the PD, the instructional leaders' familiarity with and leadership content knowledge of the science practices significantly improved. Initially, principals used their understandings from other disciplines and content neutral visions of classrooms to make sense of science instruction. For example, they initially used their understandings of models and argument from ELA and math to make sense of science classroom instruction. Furthermore, some principals focused on content neutral strategies, like a clear objective. Over the course of the PD workshops, principals took up the language of the science practices in more nuanced and sophisticated ways. Principals' use of the language of the science practices became more frequent and shifted from identifying or defining them to considering quality and implementation in science classrooms. As we design tools to support science, we need to consider instructional leaders as important stakeholders and develop resources to specifically meet their needs. If the science feels too unfamiliar or intimidating, principals may avoid or reframe science reform efforts. Consequently, it is important to leverage instructional leaders' resources from other disciplines and content neutral strategies as bridges for building understanding in science. We argue that the science practices are one potential lever to engage in this work and shift instructional leaders' understandings of science instruction.  相似文献   

19.
Within the field of leadership preparation, there is agreement by both scholars and practitioners of the need to engage aspiring leaders in authentic field-based learning experiences that tightly align to coursework (Perez, Uline, Johnson, James-Ward, & Basom, 2011). An integrated approach including mentoring is critical to the success of the internship activities and therefore the overall experience. Using data gathered from interns, as well as issues emerging in existent literature, the researchers developed and administered a survey to mentors to assess the activities, level of engagement, and general feedback on the internship experience for those they supervised, as well as their own development during the interaction. We subsequently conducted interviews of five mentors who had responded to the survey to allow for further exploration of the emergent themes.  相似文献   

20.
The purpose of the current study was to examine primary and middle school principals’ evaluations of their own instructional leadership behaviours, and thereby pay closer attention to the ideal instructional leadership behaviours suggested in the related literature and the realities of principals’ instructional leadership behaviours. Although studies in the instructional leadership literature have vastly examined instructional leadership and its relationship with various variables, few studies have focused on school principals’ evaluations of their instructional leadership behaviours using a qualitative approach. This study was framed to contribute to gain an insight into the essential characteristics of instructional leadership in Turkey and to suggest some educational implications for school leadership in a Turkish context. The researchers conducted a qualitative case study in a large city in South-eastern Turkey in the academic year of 2012–2013. The study group consisted of 11 primary and middle school principals chosen via a maximum variation sampling technique. It was found that some of the school principals painstakingly tried to improve school-related factors which may potentially increase positive student outcomes. However, they were not able to display some instructional leadership behaviours such as change management, promoting teachers’ professional growth, collaborating with teachers and forming a positive learning environment due to multifarious reasons. The study concludes by presenting implications for the development of school principals as instructional leaders in Turkey.  相似文献   

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