How School Leaders Contribute to Student Success - The Four Paths Framework
How School Leaders Contribute to Student Success - The Four Paths Framework
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学校领导如何为学生的成功做出贡献 - 四路径框架
DOI：
10.1007/978-3-319-50980-8_9
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Edge K
中科院分区：
文献类型：
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作者：
Edge K
本文借鉴了经济和社会研究委员会 (ESRC) 资助的为期三年的研究证据，该研究涉及伦敦、纽约和多伦多 X 一代（40 岁以下）校长和副校长的生活、职业、经历和愿望。更具体地说，本文审查了 9 项基于学校的研究的访谈证据，其中 9 名领导者和 54 名教师讨论了他们对领导者照顾员工的看法。证据表明，领导者和教师都高度重视领导者提供支持、理解和平易近人的能力和意愿。教师还期望领导者成为良好工作/生活平衡的倡导者和榜样。虽然学校层面的研究是在截然不同的城市背景下进行的，但领导者对教师关怀的期望超越了不同的责任和政策结构。两个小组的讨论重点都集中在工作/生活平衡上，更具体地说，领导者需要了解教师是在学校之外生活的人。本文强调了对政策、实践和未来研究的影响。
This paper draws on evidence from our three-year Economic and Social Research Council (ESRC)-funded research study of the lives, careers, experiences and aspirations of Generation X (under 40 years of age) principals and vice-principals in London, New York City, and Toronto. More specifically, the paper examines interview evidence from nine school-based studies in which nine leaders and 54 teachers discuss their perspectives on leaders’ care of their staff members. The evidence demonstrates that leaders and teachers both place a high level of importance on leaders’ ability and willingness to be supportive, understanding, and approachable. Teachers also expect leaders to serve as advocates for and role models of good work/life balance. While the school-level studies take place in radically different city-based contexts, the expectation of leaders’ care for teachers transcends different accountability and policy structures. Both groups focus their discussion on work/life balance and, more specifically, the need for leaders to understand that teachers are people with lives beyond school. The paper highlights implications for policy, practice, and future research.