Principled Principals?
Principled Principals?
复制标题
有原则的校长？
DOI：
--
复制
发表时间：
2003
期刊：
影响因子：
--
通讯作者：
Anne Gold
中科院分区：
文献类型：
--
作者：
Anne Gold
2001年，教育和技能部委托进行了一项关于英国学校领导力的重大研究。这项研究使用了各种各样的研究方法，以解决一些关于学校领导和领导力的问题。本文利用这项研究的众多数据集中的一个--拥有“杰出”领导者的学校的案例研究--来讨论领导者所持有的价值观，并描述他们的行为方式。更具体地说，它提供了一系列可操作的图像，展示了案例研究校长如何将其教育价值观转化为管理和领导实践。案例研究学校的学校领导显然是在通过自己的价值观体系调停政府政策，从而避免“私生子领导”。探讨了学校领导如何设法促进和鼓励共同的价值观，并注意到学校领导如何实施价值观驱动的领导，具体方式是：与学校合作、管理和寻找变化；密切关注学校内部的信息管理；与领导小组和管理团队密切合作，有时甚至无缝合作；在整个学校培养领导能力和责任。
In 2001 the Department for Education and Skills commissioned a major study of the leadership of English schools. The study made use of a wide variety of research methods in order to address a number of questions about school leaders and leadership. This article draws upon one of the many data sets of the research—the case studies of schools with ‘outstanding’ leaders—to discuss the values that leaders hold and to describe the various ways in which they are acted out. More specifically it offers a series of operational images of how the case-study principals translated their educational values into management and leadership practices. The school leaders in the case-study schools were clearly avoiding doing ‘bastard leadership’ by mediating government policy through their own values systems. The ways in which school leaders manage to promote and encourage shared values are explored and attention is given to how school leaders enact values-driven leadership specifically by: working with, managing and searching out change; paying careful attention to information management within the school; working very closely and sometimes seamlessly with theirleadership groups and management teams; and developing leadership capacityand responsibility throughout their schools.