Three Orders of Leadership Development: Abecedarian to Manager to Entrepreneur

Autor/inn/en	Webber, Charles F.; Scott, Shelleyann; Scott, Donald E.
Titel	Three Orders of Leadership Development: Abecedarian to Manager to Entrepreneur
Quelle	In: International Journal for Leadership in Learning, 1 (2014) 2, (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-5499
Schlagwörter	Foreign Countries; Beginning Principals; Problems; Administrator Education; Questionnaires; Instructional Leadership; Leadership Training; Elementary Secondary Education; Administrator Attitudes; Professional Development; Mixed Methods Research; Canada + Suchen Sie Ihr Suchwort? Ausland; Problemsituation; Fragebogen; Instruction; Leadership; Bildung; Erziehung; Führung; Führungslehre; Kanada
Abstract	Purpose: The purpose was to highlight aspects of principals' work that are problematic and the degree to which they feel prepared to address those aspects. It profiles principals' pre-appointment learning. Research Methods: The study was conducted in Alberta with principals in the first three years of their appointments. A questionnaire was administered to novice principals in a range of school jurisdictions. Data were analyzed using SPSS and thematic coding. Findings: There were aspects of the principalship that respondents found highly challenging. Items in a second tier were ascribed lower levels of concern but still considered problematic. Together, these were called foundational elements. A second order was classified as transitional, i.e., issues of lower immediate concern but still important. Respondents also provided perceptions about how adequately they were prepared. Respondents indicated the dominant features of their preparation. Implications for Research and Practice: Study participants had a strong locus of control and professionalism perhaps fostered best through a configuration of accessible learning experiences, embedded but not mandated expectations, and selection of principals from a pool of aspiring leaders. Postsecondary institutions should retain their focus on theoretical and empirical dimensions of educational leadership but reconsider the assumption that foundational elements can be learned on the job. Postsecondary institutions should revisit curriculum content in educational leadership programs and re-evaluate the expected practical experience base of university faculty members. Other providers should examine how to enhance pragmatic learning for principals and not assume that principals have basic leadership skills and are ready for advanced learning. (As Provided).
Anmerkungen	University of Calgary Press. 2500 University Drive NW, Calgary, Alberta T2N 1N4, Canada. Tel: 403-220-7578; Fax: 403-282-0085; e-mail: ucpmail@ucalgary.ca; Web site: http://www.ucalgary.ca/ucpress
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10