Exploring Aspiring Principals' Perceptions of Principalship
Exploring Aspiring Principals' Perceptions of Principalship
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探索有抱负的校长对校长的看法
DOI：
10.1177/1741143208099331
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Silva Roncelli Vaupot
中科院分区：
文献类型：
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作者：
Anita Trnavcevic;Silva Roncelli Vaupot
人们对斯洛文尼亚校长寄予厚望，但对有抱负的校长自己对校长职位的期望却知之甚少。目前，斯洛文尼亚还没有对有抱负的校长进行研究，尽管他们在参加国家教育领导学院“认证方案”的学生中占大多数。本文旨在探讨：（1）有抱负的校长认为什么是校长以及他们如何定义它;（2）参与者认为什么是对校长的重要影响;（3）有抱负的校长可能感知和预期的紧张局势作为校长的一部分;（4）用于校长的隐喻。数据表明，参与者从管理职位讨论校长职位，其主要任务围绕着“组织的顺利运作”。校长的人格在成功的校长职位中起着关键作用，而法律的背景、立法和国家政策“支配”学校的工作。权力集中在校长身上，这些隐喻很好地反映了这一点。校长们被认为是家长式的和等级森严的。
A lot is expected of Slovenian principals, yet very little is known about aspiring principals' own expectations of principalship. Currently there is no Slovenian study of aspiring principals, although they represent the majority of those enrolled on the `certification programme' of the National School for Leadership in Education. The purpose of this article is to explore: (1) what aspiring principals perceive as principalship and how they define it; (2) what participants perceive as significant influences on principalship; (3) the tensions that aspiring principals might perceive and anticipate as a part of principalship; and (4) the metaphors used for principalship. Data indicate that participants discuss principalship from a managerial position in which the main tasks revolve around the `smooth work of an organization'. Principals' personalities play pivotal role in successful principalship, while the legal context, legislation and national policies `dictate' schools' work. Power is concentrated with principals, which the metaphors nicely reflect. Principals are seen to be paternalistic and hierarchical.