Middle Leadership in International Schools: Evidence from Malaysia

Autor/inn/en	Javadi, Vahid; Bush, Tony; Ng, Ashley
Titel	Middle Leadership in International Schools: Evidence from Malaysia
Quelle	In: School Leadership & Management, 37 (2017) 5, S.476-499 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2017.1366439
Schlagwörter	Middle Management; School Administration; International Schools; Foreign Countries; English (Second Language); Second Language Programs; Mathematics Education; Science Education; Department Heads; Secondary School Teachers; Teacher Leadership; Instructional Leadership; Case Studies; Qualitative Research; Leadership Role; Context Effect; Semi Structured Interviews; Administrator Role; Role Conflict; Observation; Malaysia + Suchen Sie Ihr Suchwort? Mittlere Führungskraft; International school; Internationale Schule; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Mathematische Bildung; Naturwissenschaftliche Bildung; Lehrerfunktionsstelle; Instruction; Leadership; Bildung; Erziehung; Führung; Case study; Fallstudie; Case Study; Qualitative Forschung; Rollenkonflikt; Beobachtung
Abstract	This paper examines middle leadership of the heads of English, maths and science departments in four international secondary schools in Malaysia. It focuses on their roles, responsibilities, role relationships, instructional engagement and leadership involvement within the theoretical framework of instructional, distributed and teacher leadership. The study is a qualitative multi-method case study, involving observation, documentary analysis, and semi-structured interviews with 12 heads of department, 36 teachers, and four principals. With respect to the middle leaders' roles and responsibilities, the findings illustrate cross-school and in-school differential developments, with contextual factors contributing to uneasy role relationships. The results also show that, while broad-based leadership opportunities are limited for the middle leaders and teachers, the most powerful and common feature of all these international schools is the centrality of teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01