Constructs of Leadership and Diverging Institutional Environments: An Exploratory Comparative Study in the United States and Germany

Autor/inn/en	Klein, Esther Dominique; Bronnert-Härle, Hanna; Boone, William John; Muslic, Barbara
Titel	Constructs of Leadership and Diverging Institutional Environments: An Exploratory Comparative Study in the United States and Germany
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 4, S.564-587 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klein, Esther Dominique) ORCID (Boone, William John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2022.2069129
Schlagwörter	Principals; Instructional Leadership; Cross Cultural Studies; Administrator Effectiveness; Educational Improvement; Leadership Effectiveness; Foreign Countries; Leadership Styles; School Administration; Teacher Attitudes; Teacher Surveys; Item Analysis; Cooperation; Middle School Teachers; Student Characteristics; Power Structure; Teacher Administrator Relationship; Germany; United States + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Cultural comparison; Kulturvergleich; Teaching improvement; Unterrichtsentwicklung; Führungseffizienz; Ausland; Führungsstil; Lehrerverhalten; Itemanalyse; Co-operation; Kooperation; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Deutschland; USA
Abstract	Past research has documented the relevance principals have for school improvement. However, how principals lead schools is dependent on institutional context. Furthermore, an international comparison of leadership might be susceptible to bias because the majority of leadership research is from Anglophone countries. The goal of the paper was to test whether constructs of "effective" leadership in international research are applicable to leadership practice in two contrasting institutional environments (United States and Germany). In both countries, teachers completed a leadership survey. Differences between the samples were analyzed utilizing Rasch analysis to evaluate potential differential item functioning. This was done to investigate differences in the way that items were viewed to define the construct as a function of sample. The findings indicate that leadership practices related to effectiveness and performativity were less pronounced in the German schools as opposed to the US schools, and leadership practices related to collaboration and participation were more pronounced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01