Triggering Change: An Investigation of the Logics of Turnaround Leadership

Autor/inn/en	Woulfin, Sarah L.; Weiner, Jennie
Titel	Triggering Change: An Investigation of the Logics of Turnaround Leadership
Quelle	In: Education and Urban Society, 51 (2019) 2, S.222-246 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124517714865
Schlagwörter	School Turnaround; Principals; Capacity Building; Instructional Leadership; Social Justice; School Administration; Positive Attitudes; Interpersonal Relationship; School Culture; Educational Change; Urban Schools; School Districts; Intervention; Administrator Education; Mentors; Partnerships in Education; State Universities; State Departments of Education; Schools of Education; Leadership Training; Administrator Effectiveness; Human Capital; Strategic Planning; Change Agents; Administrator Role; Discipline; Educational Environment; Equal Education; Transformational Leadership; Educational Legislation; Federal Aid; Federal Legislation; Federal Programs + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Soziale Gerechtigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulkultur; Schulleben; Bildungsreform; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Hochschulpartnerschaft; Staatliche Universität; Kultusministerium; Erziehungswissenschaftliche Fakultät; Führungslehre; Humankapital; Strategy; Planning; Strategie; Planung; Disziplin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Principals are positioned at the center of school improvement. In the United States, current turnaround reforms target the principalship as a key lever for change. This article uses institutional theory to explore the logics of turnaround leadership that steer principals and their work. Specifically, we draw on qualitative interview data from a phenomenological study of a cohort of aspiring turnaround principals in a northeastern state to explain how educators invoked and enacted four logics of turnaround leadership. We found that, in addition to engaging with the previously identified logics of instructional, managerial, and social justice leadership, participants invoked a new logic that we name "triggering change." This logic focused squarely on building capacity via positive relationships and shaping culture as mechanisms for whole school improvement. By depicting aspiring principals' conceptions and negotiations of these four logics, we contribute to the literature on turnaround policy and leadership with implications for turnaround leader development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01