Developing Multilevel School Leadership for Instructional Improvement in Elementary Schools of Post-Colonial Pakistan

Autor/in	Laleka, Salma
Titel	Developing Multilevel School Leadership for Instructional Improvement in Elementary Schools of Post-Colonial Pakistan
Quelle	In: International Journal of Leadership in Education, 22 (2019) 2, S.222-236 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2018.1543563
Schlagwörter	School Administration; Administrative Organization; Instructional Improvement; Elementary Schools; Postcolonialism; Foreign Countries; Fees; Authentic Learning; Educational Objectives; Schemata (Cognition); Teamwork; Faculty Development; Poverty Areas; Public Schools; Private Schools; Leadership Role; School Culture; Decision Making; Sharing Behavior; Pakistan + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Elementary school; Grundschule; Volksschule; Post colonialism; Postkolonialismus; Ausland; Gebühren; Studiengebühren; Educational objective; Bildungsziel; Erziehungsziel; Cognition; Schema; Kognition; Public school; Öffentliche Schule; Private school; Privatschule; Schulkultur; Schulleben; Decision-making; Entscheidungsfindung
Abstract	Schools in post-colonial developing countries have complex and varied problems with the quality of leadership and instruction, calling for unique approaches to improvement. Based on an interventionist-ethnographic study involving three low-fee elementary schools in Pakistan, this paper discusses a model for developing multilevel leadership practices for instructional improvement. A situation analysis in the first phase of the study indicated leadership practices of control and centralized decision-making without a focus on instructional improvement in the light of authentic learning goals. The operational mental models strongly influenced the practice of leaders and teachers in the presence of limited professional development activities and non-existent learning networks. The second phase of intervention involved the development of a model of practice creating and strengthening multilevel leadership practices for improving instruction. Through management of mental models, shared vision, team learning, team projects and participation in learning networks, teachers were involved in simple and complex leadership tasks and formal delegation evolved into incremental and emergent leadership practices. The simple model, applicable in a wide range of contexts provides a direction for professional development activities and school leadership development programs in schools struggling for improved educational quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01