Defying Logic? Exploring the Multiple Network Pathways for Principals' Institutional Logics

Autor/inn/en	Bridwell-Mitchell, E. N.; Yurkofsky, Maxwell
Titel	Defying Logic? Exploring the Multiple Network Pathways for Principals' Institutional Logics
Quelle	In: Educational Administration Quarterly, 59 (2023) 2, S.306-338 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bridwell-Mitchell, E. N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X231156874
Schlagwörter	Principals; Administrator Role; Problem Solving; Social Networks; Network Analysis; Administrator Characteristics; Institutional Characteristics; Administrator Effectiveness + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Problemlösen; Social network; Soziales Netzwerk; Netzplantechnik
Abstract	Purpose: The increasing complexity of principals' roles, including focusing both on learning outcomes and equity issues, requires having the flexibility to view novel problems through multiple lenses. In this article, we draw on institutional theory and social network research to understand the factors enabling and constraining the cognitive repertoire principals draw on when solving problems. Methods: The data come from a field simulation of how 52 principals respond to and seek advice for two problem scenarios. Along with principals' personal and school characteristics, we examine how the characteristics of principals' professional networks are related to their problem-solving and reliance on institutional logics. Findings: Some imprecision in the model estimates notwithstanding, in this exploratory study intended to illuminate potential patterns for study in future research. We find evidence that principals draw on four institutional logics when solving problems: democratic and family logics, bureaucratic logics, professional logics, and market logics. Principals' reliance on these institutional logics appears to be related to the closeness of the colleagues in their advice networks as well as the nature of the problem they are solving. Implications: One key contribution is to research is to reveal the subtlety of the social sensemaking involved in interpreting and taking action in institutional environments. The results also highlight which network characteristics might help principals respond more flexibly to new and complex problems in institutional contexts, such as racial equity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01