Conceptualizing Organizational Dimensions of Instructional Supervisory Practice: Implications for Professional Learning Environments in Schools |
| |
| Authors: | Claudet Joseph G |
| |
| Institution: | (1) College of Education, Texas Tech University, Box 41071, Lubbock, TX, 79409-1071, USA E-mail |
| |
| Abstract: | This study explored the organizational nature of the professional learning environments of teachers, administrators, and other
peer professionals in schools. A conceptual model of the organizational structure and effects of instructional supervisory
practices was developed to guide the empirical investigation. The model is based on an organizational conception of instructional
supervision in which the variety of supervisory behaviors, interactions, and decision making engaged in by school personnel
contributes to a unique organizational/supervisory (O/S) climate infusing a school's professional learning environment. Six
meaningful dimensions of O/S climate were empirically derived. Climate variable linkages to various indices of school effectiveness
were posited and explored using quantitative and qualitative methods. The study's qualitative findings revealed additional
school-level, organizational context factors which further explicated the O/S climate and professional learning environment
constructs and quantitative supervisory climate/effectiveness linkages identified in the study's original conceptual model.
This revised version was published online in July 2006 with corrections to the Cover Date. |
| |
| Keywords: | instructional supervision organizational climate organizational effectiveness professional learning environments |
| 本文献已被 SpringerLink 等数据库收录！ |
|
