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1.
AbstractThis article argues that education reform agendas which use policy levers, standardised testing and new regulatory authorities to steer teachers’ work at a distance are creating a new temporal politics. Evidence from interviews with teachers and principals in Australian schools suggests that these reforms are impacting on individual experiences of the rhythms of their day-to-day work. First, there is a disquieting perception of an acceleration of their working life. Second, and related, many teachers and principals spoke of feeling ‘out of time’, or out of rhythm, with the new expectations of their work. Using Deleuze’s control societies, we posit that this arrhythmia exemplifies the experience of the classroom being ‘opened up’ for the purposes of comparison. This breakdown of the enclosed classroom is affected through the datafication of teaching. 相似文献
2.
《The Journal of educational research》2012,105(3):210-217
ABSTRACT The author examined how local charter school educators respond to the accountability measures being imposed on them. Encouraged by early indications of increased test scores, state and federal policymakers continue to support accountability as an effective means to improve schools. Surprisingly, there has been little research on local educators’ experiences with and responses to such reforms. This lack of research is striking because teachers, principals, and superintendents are directly responsible for the implementation of accountability mandates, including administering tests, teaching to the state standards, and implementing state-approved curriculum packages. In an effort to understand teachers’ and administrators’ experiences with public school accountability, the author explores how educators in 4 charter schools in Michigan understand recent accountability mandates with respect to school reform. 相似文献
3.
Amanda Heffernan 《Journal of educational administration and history》2018,50(4):379-396
ABSTRACTOne 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
4.
ABSTRACT The present study aimed to investigate and compare school principals’ and teachers’ perceptions regarding online risk behaviours in school-aged children, examining simultaneously the predictive role of their perceived self-efficacy in their perceptions under study. The participants were 237 principals and 295 teachers, mainly from Central Macedonia and Attica, who completed a self-reported online questionnaire. According to the findings, participants declared awareness of students’ online risk behaviours. However, compared to teachers, principals to a greater extent felt confident to manage this issue and support school community involvement in the prevention of/intervention in it. Furthermore, principals’ self-efficacy in promoting students’ learning/ethical behaviours in school and teachers’ self-efficacy in managing students’ behavioural problems inside a classroom predicted positively their perceptions under study. The findings indicate the necessity of applying differentiated related training programmes for principals and teachers, highlighting simultaneously the importance of their perceived self-efficacy in how they approach the issue studied. 相似文献
5.
Joo-Ho Park 《Asia Pacific Journal of Education》2013,33(1):34-52
Many countries design and implement school change with a focus on the fundamental reconfiguration in the structures of schooling. In this article, we examined the relationship between principal leadership and teacher resistance to school reforms driven by external interveners. For an empirical analysis, we took advantage of extensive data derived from 967 teachers and 32 principals in Korean vocational high schools that are now experiencing school reforms launched by the government. Our results revealed the importance of human aspects of school changes and reforms, in particular, driven by the external intervener. We first showed that a principal's initiative leadership is significantly related to the reduction of teacher resistance to change, in particular on the emotional and behavioural dimensions. Not surprisingly, teachers showed a higher level of resistance when their schools participate in the government-driven reform. Finally, teacher resistance depended upon characteristics of teachers as well as principals. These findings provide some useful policy implications for facilitating successful school reform efforts. Foremost, school reformers are advised to rethink the school change model design in a way of fully capturing human aspects in the reform process. 相似文献
6.
Richard Niesche 《Educational Philosophy and Theory》2015,47(2):133-145
AbstractThe introduction of new accountabilities and techniques of government for the purposes of educational reform have created new complexities and tensions for school leadership. Policies such as the publishing of league tables in the UK, high stakes testing in the US and the introduction of the My School website in Australia are particularly significant for school principals. In this article I appeal to the work of Foucault and Deleuze to provide an alternate approach to understanding how principals are constituted as subjects through a range of practices and discourses associated with the introduction of the My School website. I specifically draw upon Foucault’s notion of governmentality and Deleuze’s notion of societies of control to provoke new lines of thought into these government practices. I argue that it is through the performative in the education system that school principals are becoming perpetually assessable subjects. 相似文献
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8.
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
9.
Suzana Brinkmann 《比较教育学》2019,55(1):9-29
ABSTRACTThe challenges faced by learner-centred education (LCE) reforms in developing countries may be partly explained by their failure to engage with the culturally shaped beliefs in which teachers’ practice is rooted. Drawing from a mixed methods study of 60 government primary teachers in India, this research points to cultural tensions faced by LCE reforms in India. Although India’s own Constitutional values and pedagogical reform movements support LCE’s ideals, many teachers’ beliefs are shaped by dominant ideologies that contradict LCE’s assumptions. Imposing a predetermined, ‘Western’ model of LCE practice will inevitably face challenges if not supported by teachers’ underlying beliefs – and in fact contradicts LCE’s own ideals of empowering teacher agency. Instead, the paper argues for pedagogical reforms to focus less on a predesigned model of learner-centred practice and more on its underlying beliefs: by seeking to instil culturally relevant learning-centred beliefs, and involving teachers themselves in determining what learning-centred practice might look like within their context. 相似文献
10.
Sharon Gewirtz 《教育政策杂志》2013,28(4):217-231
A key rationale for the UK education reforms of the 1980s and 1990s was a desire on the part of agents within the state to control more directly the work of teachers. In a variety of ways, the reforms were designed to contribute to a reconstruction of the work of teaching. The first part of this paper considers the roots of this intended reconstruction. The second part explores the impact of the reforms on the culture of teachers’ work, focusing on three kinds of consequences ‐ emotional, social and pedagogical. The paper draws on loosely‐structured interviews with secondary school teachers, carried out as part of a study of the culture and values of schooling in the light of the shift from wel‐farist to post‐welfarist policies in education. 相似文献
11.
Peter Bodycott Allan Walker John Lee Chi Kin 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):15-31
New teachers enter schools with already established beliefs about principals.This paper reports on the nature and primary influences on what a group of Hong Kong pre-service teacher participants believe about principals. The nature of beliefs reflect underlying personal constructs that relate to interpersonal communication and management. Influences include past school principals, school leaders and parents. Beliefs were attained using a modified personal construct interview and analyses of participant stories. Findings highlight a close association between the leadership/management style of the principal whom participants would like to be and mothers, and the interpersonal behaviour of fathers and the principal whom participants would not like to be . The authors argue that reforms are needed in the course design of teacher education, teacher induction and programmes of professional development for principals. These reforms must address the influence personal history has on an individual's thinking about teaching, interpersonal communication and leadership - a reform process that begins with teacher educators and principals reframing their beliefs and associated practices. 相似文献
12.
RJ Botha 《Educational studies》2013,39(4):431-443
Studies on school restructuring and the leadership role of the principal in this process suggest that what has been the traditional leadership approach of the principal appears to be changing in relation to the substantial changes and school-wide reforms that are continually taking place in schools today. These school reform initiatives necessitate new and creative ways of thinking about our concept of educational leadership and its various approaches. It also became clear from the literature on leadership that a person’s assumption of various types of knowledge influence his or her leadership approach. The purpose of this study, based on a quantitative empirical study in selected South African schools, is to identify this impact of principals’ assumptions of knowledge on their leadership approaches. A total of 100 questionnaires with open-ended questions were sent electronically to school principals of randomly selected schools to assess the link between principals’ assumptions about the nature of knowledge and principal leadership. The t-test, Lambda test and an Analysis of Variances test were used to analyse the data. The findings confirm the relationship between core epistemological beliefs (EBs) and beliefs about leadership practices among South African school principals and provide substantial justification for using EBs in the study of school leadership. 相似文献
13.
Wang Fei Hauseman Cameron Pollock Katina 《Educational Assessment, Evaluation and Accountability》2022,34(1):33-56
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.
相似文献14.
ABSTRACTFor teachers seeking formal school leadership roles the key choices have been either the vice- principalship or the principalship. In Ontario, Canada, however, the principalship has traditionally been considered the premier leadership goal with the vice-principalship regarded as merely a necessary transitional step toward achieving the principalship. In this article, we consider the enactments of principals and vice-principals plus the common and unique work typically demanded of each position by examining how both roles came to fruition from a historical context. How principals and vice-principals’ work came to be what it currently is in Canada’s most populace province is a reflection of the prevailing economic, social, political, historical, and educational contexts and particular interests being advanced. Both engage in complex, purposeful work that requires excellent interpersonal strengths, strategic thinking, an inclusive leadership disposition and values, organisational change capacities, and the ability to make evidence-based decisions. As well, both are expected to work in complementary ways to advance students’ academic and social learning, yet despite the need for leadership synergies, principals often ‘lead’ while vice-principals are left to ‘manage’. While the principal’s role is expansive and more clearly defined, the role of the vice-principal has broadened over decades. We will investigate the history for preparing and developing vice principals in this context to learn about why they continue to be reactive, situationally contingent, and dependent on task delegation from the principal. Such role-based differences can contribute to high job satisfaction and role clarity for principals, but disappointment for vice-principals who wish to exercise greater leadership. 相似文献
15.
Libby F. Gerard Jane B. Bowyer Marcia C. Linn 《Journal of Science Education and Technology》2008,17(1):1-18
Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help
to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership.
A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning
in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals
in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize
principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests
that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational
policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this
reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer
professional development activities that engage them in reviewing curricula and student work with other principals. Based
on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities
in technology and science reform. 相似文献
16.
Ching-wai Ho 《Chinese Education & Society》2018,51(6):431-448
AbstractThis study adopted a discursive institutional framework to examine how teachers make sense of and understand transformation in their work and workplace during education reforms. Examination of this process is highly significant because it helps us to understand the often misplaced emphasis on workload in analysis of teachers’ work pressure in public and academic discussions, which might not reflect the whole picture. In-depth interviews were used to obtain information from the teachers’ perspective as front-line practitioners in the education institution. The study identified the discursive processes contributing to the institutionalization of new ideas and practices introduced during education reforms. This article argues that through situating teachers’ response to the reform in the relevant sociohistorical context, we can better delineate how meaning negotiation is possible in the moment of institutional change. 相似文献
17.
David B. Reid 《Journal of School Choice》2018,12(2):237-253
Over the past decade U.S. policymakers, practitioners, and researchers have sought to examine if changing teacher evaluation policies and systems have resulted in changes in identifying quality teachers and/or increased student achievement. This research generally shows most states have experienced little change in how teachers are rated. Researchers are now exploring why, in many cases, teacher evaluation reforms have failed to produce the desired systematic changes of better identifying quality teachers and better distinguishing teacher performance. Embedded within this line of inquiry is how principals (and other evaluators) are trained to use new teacher evaluation systems. This comparative case study observed six principals (three charter school principals and three traditional public school principals) in the U.S. state of Michigan as they learned and enacted a new teacher evaluation system. Additionally, all principals were interviewed three times throughout the school year, in an effort to examine how their initial teacher evaluation training impacted their evaluation of teachers. The research questions that guided this work were: (1) how are principals initially trained when their school adopts a new teacher evaluation system?; (2) in what ways does the training received by charter school principals compare to that of traditional public school principals?; and (3) how does initial training impact how principals evaluate teachers? Results indicate principals are trained to navigate the logistics of new teacher evaluation systems, but are not trained to evaluate teacher performance. Implications for policy and practice are discussed. 相似文献
18.
Rhonda Nixon 《Educational Action Research》2016,24(3):404-423
AbstractThis article reports on a two-year study of one principal’s professional learning practices in ‘Transform,’ a professional learning program in Edmonton Catholic Schools, Alberta, Canada. Transform was designed to be a bottom-up, morally-oriented professional learning approach in which principals and teachers worked as partners on critical, participatory action research projects. This article examines the research question ‘How are principals shifting from technically- to morally-oriented professional learning practices in their schools?’ and explores one theme – co-creating social spaces for risk-taking – to illustrate how principals shifted from being managers of teachers’ learning to being partners with teachers in researching and refining classroom practices. 相似文献
19.
Teachers and school administrators in Hong Kong have had to cope with more work and performance pressure as they strive to implement educational reforms aimed at deepening students’ life-long learning skills. Management systems, which save time and transfer ideas, experiences, and knowledge more efficiently could help schools meet reform goals and relieve the occupational stress that inevitably accompanies change and progress. This paper explores the effect of knowledge management (KM) for school development by reviewing three cases selected from a school improvement project entitled “Knowledge Management and Primary School Development”. The project was launched specifically to determine if KM practices can assist educators to cope with added pressures and rise to the challenges of education reforms. The case studies illustrate three separate approaches to incorporating KM systems. Problems faced by these case-schools included declining school competitiveness, time-consuming data storage and retrieval practices, and hierarchical communication structures that stunted feedback from the teachers who are on the front line of educational reform. Interviews were conducted with school principals, middle managers, and teachers. The results show that the core KM strategies of personalization and codification can be adopted to improve school development. Knowledge leadership, knowledge sharing culture, and knowledge management system support were identified as success factors for schools to implement KM. 相似文献
20.
School principals may be seen as mediating agents, standing at the school doorstep, between the extra-school and intra-school worlds. The principals’ mediating role becomes more crucial during a time of education reform, which involves external demands on the one hand, and teachers’ resistance to these demands on the other. This study explores how principals mediate between the demands of a national reform policy and teachers’ attitudes and needs. In this qualitative study, 59 school principals were interviewed. Findings from the data analysis indicated that principals used two complementary mediation strategies: (1) mobilising the teachers towards the reform and (2) mobilising the reform towards the teachers. The mediating strategies used by principals are discussed, suggesting practical implications and further research avenues. 相似文献