School leadership for learning. Insights from TALIS 2013.

Institution	OECD
Titel	School leadership for learning. Insights from TALIS 2013.
Quelle	Paris: OECD Publishing (2016), 176 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Teaching and learning international survey
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	92-64-25833-7; 92-64-25834-5; 978-92-64-25833-4; 978-92-64-25834-1
DOI	10.1787/9789264258341-en
Schlagwörter	Führungsstil; Empirische Untersuchung; Evaluation; Schulsystem; Schulleiter; Schulleitung; Schulkultur; Sekundarstufe I; Sekundarstufe II; Grundschule; Lehrer; Lehrerfortbildung; Schüler; Lernbedingungen; Lerngemeinschaft; Unterrichtsklima; Unterricht; Internationaler Vergleich; Einflussfaktor; Kooperation; Qualität; Qualitätsentwicklung; Führungskraft; OECD-Staaten
Abstract	Using the TALIS database, this report looks at different approaches to school leadership and the impact of school leadership on professional learning communities and on the learning climate in individual schools. It looks at principals' instructional and distributed leadership across different education systems and levels. Instructional leadership comprises leadership practices that involve the planning, evaluation, co-ordination and improvement of teaching and learning. Distributed leadership in schools explores the degree of involvement of staff, parents or guardians, and students in school decisions. How are principals' and schools' characteristics related to instructional and distributed leadership? What types of leadership are favoured across countries? What impact do they have on the establishment of professional learning communities and positive learning environments? The report notes that teacher collaboration is more common in schools with strong instructional leadership. However, about one in three principals does not actively encourage collaboration among the teaching staff in his or her school. There is room for improvement; and both policy and practice can help achieve it. The report offers a series of policy recommendations to help strengthen school leadership. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1