Literaturnachweis - Detailanzeige
Autor/in | Shaked, Haim |
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Titel | Perceptions of Israeli School Principals Regarding the Knowledge Needed for Instructional Leadership |
Quelle | In: Educational Management Administration & Leadership, 51 (2023) 3, S.655-672 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Shaked, Haim) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1741-1432 |
DOI | 10.1177/17411432211006092 |
Schlagwörter | Instructional Leadership; Principals; Administrator Attitudes; Knowledge Level; Gender Differences; Employment Level; Age Differences; Educational Attainment; Foreign Countries; Pedagogical Content Knowledge; Curriculum; Student Characteristics; Educational Environment; Educational Objectives; Israel Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Wissensbasis; Geschlechterkonflikt; Beschäftigungsgrad; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Ausland; Pädagogische Kompetenz; Curricula; Lehrplan; Rahmenplan; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel |
Abstract | Instructional leadership concerns the ongoing deep involvement of school principals in direct efforts to improve learning and achievement for all students. The goal of this study was to explore principals' perceptions regarding the knowledge required for instructional leadership. Study participants were 38 Israeli school principals, representing the population of Israeli principals in terms of sex, age, seniority, academic degree and school level. Data were collected through semi-structured interviews. Data analysis classified the statements of the study participants according to Shulman's seven categories of knowledge needed for effective teaching. The findings suggested that "General Pedagogical Knowledge" plays a key role in instructional leadership, while somewhat reducing the importance of "Leadership Content Knowledge." Implications and further research of this study are discussed. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |