The identification, development, succession and retention of leadership talent in contextually different primary schools: a case study located within the English West Midlands
The identification, development, succession and retention of leadership talent in contextually different primary schools: a case study located within the English West Midlands
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不同背景小学领导人才的识别、发展、继任和保留：位于英国西米德兰兹郡的案例研究
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
M. Brundrett
中科院分区：
文献类型：
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作者：
Christopher Rhodes;M. Brundrett
本文探讨了12所不同背景的城市小学校长和中层领导对领导人才识别、发展、继承和保留的看法。这些学校位于英格兰西米德兰兹郡一个单一的地方教育机构内。这项研究旨在为研究议程提供信息，以应对英国和海外迫在眉睫的领导力招聘和留住危机。本研究的结果初步表明，班主任认为重要的领导才能特征与一些中层领导认为需要展示才能进步的特征之间既一致又不一致。样本学校的继任计划似乎没有结构化，尽管规模的背景问题似乎为规模较小的学校提供了一些有趣的可能性。考虑了向“领导者”职业身份过渡的过程。这段旅程似乎代表了一些中层领导人在考虑担任高层领导时的潜在障碍。这表明，克服有抱负的领导者学习轨迹的不足似乎主要掌握在他们的班主任的日常基础上。
This article explores head teacher and middle leader perceptions of leadership talent identification, development, succession and retention in 12 contextually different urban primary schools. The schools are located within a single local education authority in the English West Midlands. The study is constructed to inform the research agenda in the face of a looming leadership recruitment and retention crisis in the UK and overseas. Outcomes of the study tentatively indicate both agreement and discordance between features of leadership talent thought important by head teachers and the features some middle leaders perceive that need to be demonstrated in order to progress. Succession planning in the sample schools appeared unstructured, although the contextual issue of size appeared to offer some interesting possibilities for smaller schools. The journey of transition towards a professional identity of ‘leader’ is considered. This journey appears to represent a potential barrier for some middle leaders as they consider senior leadership. It is suggested that overcoming shortfalls in aspirant leader learning trajectories appears to reside largely in the hands of their head teachers on a day-to-day basis.