School leadership and management in South Africa: Findings from a systematic literature review
School leadership and management in South Africa: Findings from a systematic literature review
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南非的学校领导和管理：系统文献综述的发现
DOI：
10.1108/ijem-07-2014-0101
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发表时间：
2016
影响因子：
2.4
通讯作者：
Derek C. Glover
中科院分区：
文献类型：
--
作者：
T. Bush;Derek C. Glover
目的：本文的目的是提供一个系统的文献回顾，在南非的学校领导和管理，与民主政府和一体化教育20周年。
设计/方法/办法：作者对2007年以来所有已发表的工作进行了系统回顾，并对2007年之前的来源进行了更有选择性的回顾。
调查结果：调查结果显示，南非学校领导和管理发展的新证据，但他们也强调了持续的挑战，包括学习者成绩不佳，与教师工会的冲突，校长和学校管理机构之间的关系不稳定，以及领导仍然专注于行政管理，而不是教学和学习。
研究限制/影响：调查结果表明，关于学校领导和管理的研究正在发展，但其范围仍然有限，而且依赖于小规模的无资金项目。
实际/影响：调查结果证实，需要为现任和有抱负的校长和其他高级和中级领导人的专业领导培训。
社会/影响：调查结果表明，南非仍然是一个分裂的社会，学生可获得的教育质量存在很大差异，这是基于社会阶层而不是种族。
独创性/价值：该文件的价值在于对学校领导的研究进行全面和系统的回顾。
Purpose: The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education.
Design/methodology/approach: The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007.
Findings: The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning.
Research limitations/implications: The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects.
Practical/implications: The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders.
Social/implications: The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race.
Originality/value: The paper’s value lies in the comprehensive and systematic review of research on school leadership.