Scholar-Practitioner Inquiry as International Action Research: Surveying Leadership Perceptions of Principals in the Toledo District of Belize

Autor/inn/en	Hickey, Wesley D.; Gill, Peggy B.; Brown, Lakesha
Titel	Scholar-Practitioner Inquiry as International Action Research: Surveying Leadership Perceptions of Principals in the Toledo District of Belize
Quelle	In: Scholar-Practitioner Quarterly, 5 (2011) 1, S.69-81 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-9392
Schlagwörter	Action Research; Foreign Countries; Developing Nations; Leadership; Principals; Administrator Attitudes; Educational Research; Professional Development; Researchers; Social Justice; Surveys; Institutional Mission; Student Motivation; Teacher Effectiveness; Administrator Role; School Districts; Poverty; Belize + Suchen Sie Ihr Suchwort? Projektforschung; Ausland; Developing country; Developing countries; Entwicklungsland; Führung; Führungsposition; Principal; Schulleiter; Bildungsforschung; Pädagogische Forschung; Researcher; Forscher; Soziale Gerechtigkeit; Survey; Umfrage; Befragung; Schulische Motivation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School district; Schulbezirk; Armut
Abstract	The scholar-practitioner approach to leadership has the potential for effectiveness in developing countries through contextual understanding of unique circumstances. The purpose of this study was to survey leadership perceptions of principals in the Toledo District of Belize. This data, in the tradition of scholar-practitioner involvement, was used to inform the researchers of context and needs of respondents. The development of further professional activities was connected to the data in order to improve the ability of the principals to support socially just systems of education within the region. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10