Is There Instructional Leadership in High Schools? First Findings from a Study of Secondary School Administrators and Their Influence on Teachers' Professional Norms.

Autor/inn/en	Little, Judith Warren; Bird, Thomas D.
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.; Center for Action Research, Inc., Boulder, CO.
Titel	Is There Instructional Leadership in High Schools? First Findings from a Study of Secondary School Administrators and Their Influence on Teachers' Professional Norms.
Quelle	(1984), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Administrator Role; Educational Environment; High Schools; Inservice Teacher Education; Interprofessional Relationship; Leadership; Principals; School Effectiveness; School Supervision; Teacher Administrator Relationship; Teacher Evaluation; Teacher Supervision + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; Oberschule; Lehrerfortbildung; Führung; Führungsposition; Principal; Schulleiter; Schuleffizienz; Schulaufsicht; Teacher appraisal; Lehrerbeurteilung
Abstract	In this 2-year study, the assumptions and methods of role theory were employed to guide the description and analysis of instructional leadership among secondary school principals. This paper reports selected findings from the first year's work--a focused ethnographic study of instructional leadership patterns in five secondary schools--based on interviews, observations, and informal conversations with administrators and teachers. After a background discussion of five basic ideas that guided the work and of the contributions and limitations of past research, the study addresses the role of the principal in fostering norms of collegiality and experimentation. The observation and evaluation of teaching, provisions for curriculum development, involvement in shared planning or preparation of methods and materials, and the design and conduct of inservice education are all examined for the conditions and consequences of the leadership they convey. Data on classroom observation and feedback practices between teachers and administrators serve to illustrate the range of leadership strategies and to make a case for the probable connections between those strategies and school improvement outcomes. An extensive bibliography is included. (TE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC