Philip Hallinger, Professor, Hong Kong Institute of Education This book moves the educational leadership field forward on three important fronts: it provides a rare, longitudinal, picture of leadership and change in a large number of schools; it unearths some of the key leader - related factors that explain a school's ability to sustain improvements over long periods of time and; it constitutes one of the very few international, comparative, cross-cultural data sets available about school leadership. Using a feminist post-structural discourse analysis, the findings revealed that even when successful, female leaders in upper secondary schools can be evaluated negatively. New Insights: How successful school leadership is sustained; Lejf Moos, Danish School of Education, Aarhus University, Chris Day, University of Nottingham, Olof Johansson, Umeå University -- Author Biographies -- Index. This recent development is, first of all, characterized by an increased focus on student achievement and performance measurement as a key part of evaluation processes. Danish Successful School Leadership - Revisited; Lejf Moos and Klaus Kasper Kofod, Danish School of Education, Aarhus University. We find strong indication of a Nordic idea of democracy and democratic schooling. A common survey instrument, individual interviews, school visits and observations provide the data for this study.
Thus, effective principals ideally identify and articulate a vision of school quality, teaching, and learning. We'll e-mail you with an estimated delivery date as soon as we have more information. In the everyday of school leadership, both tendencies are active in guiding thinking and action. The findings reveal how the participating school principals have carefully embedded and institutionalized these structures within the cultures of their organizations as part of a multilayered approach to leadership. The findings will attempt to add to the scant literature on context-based leadership practices from Malaysia. The first is the cultural, societal background of the Nordic countries.
And the fourth chapter analysed two different forms of preparation for leadership. Revisiting the subject schools in 2007, they found many principals still in place, having steered their organizations through various minefields of political, governance and educational reform. This paper concludes by providing information on values, qualities and strategies of successful leadership in disadvantaged contexts in Spain that distinguish them from other less successful leaders. Principals affirm lay participation on the levels of the right to be informed, the right to be heard, and the right to volunteer; they regard with skepticism the authority of lay participants to make decisions. Formalised leadership acculturation processes are as yet relatively unformed in Ireland and school leadership at local level is arguably an embryonic concept. This model attempts to capture the relationship between the characteristics of the school leader who they are , the interventions they initiate what they do , and the way they respond to the context in which they operate.
New Insights: How successful school leadership is sustained; Lejf Moos, Danish School of Education, Aarhus University, Chris Day, University of Nottingham, Olof Johansson, Umeå University. As the most penetrating longitudinal investigation of the subject, this research has unearthed fascinating new insights into school leadership that add real substance to the sum of our knowledge. Used - Like New, Usually ships within 3 - 4 business days, 100% Money Back Guarantee. Pedagogical leaders are not always the leaders of pedagogy during pedagogical reform. Comparison of accountability comprehensions and practises -- New Insights : how successful school leadership is sustained.
Such cross national accounts offer great promise in generating new knowledge about school leadership and management. John MacBeath, Professor Emeritus, University of Cambridge The chapters in this book provide much needed longitudinal accounts of leadership in schools and they do so by attending to similarities and differences across countries. The rich data provided in this project has enabled us to provide a unique international perspective on how successful leaders sustain their success. Del mismo modo, un liderazgo resiliente en escuelas retantes, es aquel que a través de la transformación consigue culturas inclusivas que desarrollan una justicia social. Este bloque está estructurado en cuatro capítulos, en los que se hace referencia a cada uno de los casos, de forma específica y exhaustiva, y dos capítulos con la triangulación de los datos, de tal modo que se permita conocer la visión de conjunto de las dos variables principales de estudio: la resiliencia y el liderazgo. Sustainable improvement -- the significance of ethos and leadership; Jorunn Møller, University of Oslo, Gunn Vedøy, University of Stavanger, Anne Marie Presthus, University of Agder, Guri Skedsmo, University of Oslo -- 5.
En ellos, se exponen los tres estudios de caso, las características e historia de cada uno de los casos, los informantes, cómo ha sido el proceso de recogida de información y los instrumentos, finalizando con el análisis de los datos, la validez del estudio y el componente ético de investigación. Acting with integrity and being transparent about their values, beliefs and actions, modelling good practice, being careful to ensure fairness in how they dealt with people, involving many in decision making, are qualities and practices that engender respect and trust. The Australian, Swedish and American principals showed characteristics of both heroic and post-heroic leadership. When we look for general tendencies in the development of the role of Nordic educational superintendents, we find that social technologies have become fundamental features of contemporary governance, education and comparisons. This is important because, as readers will quickly observe, it is these broader political policy, provision and social contexts which are associated with both the orientations of researchers themselves, the volume and kinds of research which have been conducted in recent years e. Conclusiones: La resiliencia es una actitud alimentada por las características personales que conforman al propio ser de la persona.
Mean, standard deviation, correlation, and regression analyses were performed to analyze the data. How leaders of schools, which serve high-challenge communities of socio-economic disadvantage, sustain their resilience and the costs of doing so in raising and sustaining their levels of success has received only scant attention in the research literature. Public management reforms in Switzerland have led to the implementation of semiautonomous school administration and the encouragement of professional leadership. Genuinely groundbreaking, it is the result of longitudinal research from five nations over five years. It is supported by the group-case method, as well as the longitudinal prospective method.
The findings show how the principals were able to sustain success despite new challenges and changing contexts. Ante centros educativos con grandes retos, la resiliencia es para transformar y construir culturas ricas en optimismo, empatía y compromiso social. From the 1930s to 1980s, Swedish education was generally governed much in the same way as the rest of the social democratic welfare state. In most cases therefore, Irish principals meet leadership challenges with limited or no formal preparation. Third, it indicates a belief that any divergence between the expected outcomes and the level of achievements can be identified. Although no magic formula for success has been found because leadership is best understood in context, in general, school principals leading successful schools look upon themselves as guardians of certain values that are now at risk around the globe Day and Gurr, 2014; Moos et al. Finally, we report findings about sustaining success from the second phase of the study.
As the most penetrating longitudinal investigation of the subject, this research has unearthed fascinating new insights into school leadership that add real substance to the sum of our knowledge. There was not an emphasis on one over the other, and it did not matter whether there were regulatory requirements for qualifications or not. Such cross national accounts offer great promise in generating new knowledge about school leadership and management. Sustaining leadership through self-renewing communication; Lejf Moos, Danish School of Education, Aarhus University. New Insights: How successful school leadership is sustained; Lejf Moos, Danish School of Education, Aarhus University, Chris Day, University of Nottingham, Olof Johansson, Umeå University.
On our return, we found that remaining faithful to the direction set by the principal i. Findings from four project books and eight models derived from this project are synthesised into a model of successful school leadership. Vous recevrez un lien direct pour télécharger notre appli gratuite Reader. The research also demonstrates that successful principals maintain close communication with their staff and the wider school environment, and that they are adaptive, maximizing the opportunities presented by new political contexts and expectations, yet without losing sight of their school's core moral and ethical principles. Both heroic and post-heroic images of leadership are needed to explain successful school leadership. Buy with confidence, excellent customer service! As the most penetrating longitudinal investigation of the subject, this research has unearthed fascinating new insights into school leadership that add real substance to the sum of our knowledge.