Superintendents' Perception of Their Role and Their Professional Development in an Era of Changing Organizational Environment

Autor/inn/en	Arar, Khalid; Avidov-Ungar, Orit
Titel	Superintendents' Perception of Their Role and Their Professional Development in an Era of Changing Organizational Environment
Quelle	In: Leadership and Policy in Schools, 19 (2020) 3, S.462-476 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arar, Khalid) ORCID (Avidov-Ungar, Orit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2019.1585550
Schlagwörter	Superintendents; Administrator Role; Role Perception; Professional Development; Management Development; Organizational Climate; Educational Change; Program Implementation; Barriers; Administrator Attitudes; Elementary Secondary Education; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Schulrat; Role conception; Rollenverständnis; Organisationsklima; Bildungsreform; Ausland
Abstract	Purpose: In times of reform and consequential changes, school superintendents act as mediators between government policies and those who implement them in the field. This article explores the perceptions of school superintendents in Israel concerning their professional development (PD) process, especially during the implementation of Israeli educational reforms. Methodology: Research employed in-depth, semi-structured interviews with 34 superintendents to elicit their views on their role and their preferred PD processes. Findings: Analysis of their responses indicated that their views of their role and of current reforms shape their preferences for training and PD. They suggested various strategies to enhance their professional training: (1) regular learning programs throughout the year, (2) a focus on development programs in small homogeneous groups, (3) practice-based learning building on dilemmas from the field, (4) the construction of a professional community of practice as a participatory model for PD and project promotion, (5) updating relevant theoretical knowledge with potential to enhance their role performance, (6) structuring active experiential learning including practical learning in the field, and (7) adaptation of learning institutions' programs for life-long learning over the superintendents' professional life. Recommendations: It is suggested that superintendents' PD should be adapted to the different types of superintendents' specific needs and a supportive institute should be established where they can reflect on issues arising from the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01