Learning to Lead the Risk-Conscious Organization: An Empirical Study of Five English Primary School Leaders

Autor/in	Pegg, Ann Elizabeth
Titel	Learning to Lead the Risk-Conscious Organization: An Empirical Study of Five English Primary School Leaders
Quelle	In: International Journal of Leadership in Education, 13 (2010) 2, S.121-139 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
Schlagwörter	Foreign Countries; Leadership Training; Ethnography; Risk; Creativity; Innovation; Elementary Schools; Suburban Schools; Principals; Administrator Attitudes; Administrator Characteristics; Educational Policy; Educational Environment; Interviews; Organizational Culture; Workplace Learning; Inservice Education; Assistant Principals; Teacher Leadership; Case Studies; Participant Observation; Professional Development; School Administration; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Führungslehre; Ethnografie; Risiko; Kreativität; Elementary school; Grundschule; Volksschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Principal; Schulleiter; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interviewing; Interviewtechnik; Unternehmenskultur; Berufsbegleitende Ausbildung; Principals; Stellvertretende Schulleitung; Lehrerfunktionsstelle; Case study; Fallstudie; Case Study; Teilnehmende Beobachtung
Abstract	This article explores how organizational cultures shape workplace learning for those learning to be educational leaders. The discussion is illustrated with the data from an ethnographic case study which explored the workplace learning of five school leaders. The findings suggest that workplace boundaries were constructed in response to perceptions of threat from the external environment and perceptions of risk in terms of school performance and that this had a significant impact on both what and how learning was taking place. These findings raise questions about how learners are able to develop creativity and innovation through workplace learning in a restrictive environment and the purpose of workplace learning when it is placed as a central feature of national leadership programmes. (Contains 2 figures and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10