Literaturnachweis - Detailanzeige
| Autor/inn/en | Leithwood, Kenneth; Jantzi, Doris |
|---|---|
| Titel | Transformational Leadership: How Principals Can Help Reform School Cultures. |
| Quelle | (1990), (49 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrator Responsibility; Change Strategies; Cooperation; Educational Improvement; Elementary Secondary Education; Foreign Countries; Leadership Responsibility; Professional Development; School Culture; School Restructuring; Teacher Administrator Relationship; Canada |
| Abstract | Collaborative school cultures have been associated with achieving various school reform objectives for both teachers and students. One central dimension of school restructuring is the empowerment of teachers within a school culture that is both shared and technical. Little is known about how such cultures develop and whether or how school administrators can facilitate that process. This report describes results of a study examining administrator practices in 12 Ontario (Canada) schools that had developed highly collaborative professional relationships over a 3-year period in the context of school improvement initiatives. The study specifically examined the extent to which these schools had achieved collaborative cultures, the significance of improvement processes, and the strategies used by administrators to develop more collaborative school cultures. Data were collected by two interviewers during a 2-day visit to each school. A causal network was developed for each school and analyzed to form various matrices (event by time, role by time, etc.). Results showed that school cultures demonstrated relatively extensive collaboration. The relationship between strategies initiated by administrators is neither simple nor direct. Administrators used six broad strategies to influence school cultures, including: strengthening the school culture; employing various bureaucratic mechanisms to stimulate and reinforce cultural change; fostering staff development; communicating directly about cultural norms, values, and beliefs; sharing power and responsibility with others; and using symbols to express cultural values. (45 references) (MLH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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