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| Autor/in | Moller, Jorunn |
|---|---|
| Titel | Reframing Educational Leadership in the Perspective of Dilemma. |
| Quelle | (1994), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Action Research; Administrator Attitudes; Administrator Role; Decentralization; Educational Administration; Elementary Secondary Education; Foreign Countries; Politics of Education; Theory Practice Relationship; Work Environment; Norway |
| Abstract | This paper describes the dilemmas of leadership experienced by principals and superintendents in Norway. The term "dilemma" refers to contradictory orientations that these educational leaders experienced in their job activities. Dilemmas are categorized in terms of legality, which pertains to the formal steering of the schools, or in terms of legitimacy, which refers to those informal control mechanisms rooted in tradition and culture. The paper presents outcomes of an action research project in which the principals and superintendents in three Norwegian cities participated. Project elements included observations, counseling, peer review, journal writing, and reflection. Data were collected through field notes from the observations, peer reviews, and group meetings; analysis of journal entries; and interviews with participants. The following dilemmas were analyzed in terms of state legality versus social legitimacy: (1) administrative control versus professional autonomy; (2) confrontation versus individual autonomy; (3) challenge versus support; (4) change versus stability; (5) ad hoc problem solving versus reflection and long-term planning; and (6) loyalty to students and parents versus loyalty to teachers. To understand educational leadership, local activities must be related to broader political, social, and cultural issues. In addition, the hierarchical structure and the ways in which micropolitical activities within schools both steer and restrict activities and perceptions must be examined. (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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