Bringing Context and Educational Leadership Together: Fostering the Professional Development of School Principals

Autor/inn/en	Brauckmann, Stefan; Pashiardis, Petros; Ärlestig, Helene
Titel	Bringing Context and Educational Leadership Together: Fostering the Professional Development of School Principals
Quelle	In: Professional Development in Education, 49 (2023) 1, S.4-15 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2020.1747105
Schlagwörter	Professional Development; Principals; Administrator Education; Leadership Qualities; Administrator Effectiveness; Context Effect; Affordances; Barriers; Foreign Countries; Professional Autonomy; Program Effectiveness; Sweden + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Führungseigenschaft; Ausland; Berufsfreiheit; Schweden
Abstract	Policy makers increasingly acknowledge that problems and challenges arising at the school level should be resolved on site. At the same time, the political expectation to delegate more responsibility to the individual school is rather heavily contrasted with the weak knowledge about how this new public management approach can be translated into successful leadership practices. Thus, considering that there is a close relationship between context and leadership, principal preparation programmes should be guided by a deeper examination of contextual factors. Against this background, we aim to critically examine existing views of practitioners and researchers on the challenge of establishing more context-sensitive school leadership preparation programmes in an era of New Public Management in Education. In doing so, we introduce the Swedish Model of principal preparation as an example for a more context-sensitive leadership preparation program. To that end, we argue that a differentiated perspective about contextual conditions and their role as facilitators or obstacles to effective leadership must be further explored. Moreover, school leaders should be encouraged to consider the relevance of such approaches to their own needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01