A Model of Successful School Leadership from the International Successful School Principalship Project

Gurr, David

doi:10.3390/soc5010136

Cited by 96 publications

(162 citation statements)

References 31 publications

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“…Los directivos han enfrentado el desarrollo profesional de los profesores a través del aprendizaje entre pares, lidiando con condiciones estructurales y físicas adversas de las escuelas (Little, 1990;Rosenholtz, 1989); han gestionado las capacidades de los profesores para lidiar con posiciones divergentes (Grossman, Wineburg y Woolworth, 2001) y también con la falta de experiencia y formación para la colaboración (Day, 2005 (Gurr, 2015;Jacobson y Ylimakli, 2011;Johnson et al, 2008) favorecidos por el uso de las TIC, y son sensibles al contexto nacional, cultural e institucional.…”

Section: Resultados Y Discusiónunclassified

“…Todas las prácticas y dimensiones han sido analizadas en esta investigación en relación con el contexto en el que se producen (Bush 2018; Gurr, 2015;Hallinger, 2018) pues la forma en que los líderes más efectivos aplican sus prácticas básicas de liderazgo «demuestran que son capaces de dar respuesta a los retos del contexto en el que trabajan, en lugar de ser dirigidos por él» (Leithwood et al, 2006, p.1).…”

Section: Marco Teórico: Liderazgo Y E-liderazgo Educativounclassified

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Liderazgo y e-liderazgo en las historias de vida de líderes educativos a través del mundo

Tintoré

Mayo

Quiroga

et al. 2019

EDMETIC

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El liderazgo en los centros educativos ha de tener cada vez más en cuenta el papel de las nuevas tecnologías de la información y la comunicación, como medio para mejorar las organizaciones. En consecuencia, el objetivo de la presente investigación es analizar las historias de vida de 5 líderes educativos en 5 contextos diferentes: España, Guatemala, Chile, Kazajistán y Estados Unidos; y describir cómo las nuevas tecnologías se engarzan con sus prácticas de liderazgo. La metodología es cualitativa usando como instrumento entrevistas semiestructuradas recogidas entre 2012 y 2018 en los distintos entornos. Se ofrecen ejemplos de líderes, sus prácticas de liderazgo y, particularmente, el papel de los medios tecnológicos en su gestión del cambio. Los resultados revelan prácticas directivas similares y ajustadas a lo descrito previamente por la literatura académica, y muestran asimismo cómo liderazgo y tecnología se afectan mutuamente.Leadership in educational centers must increasingly consider the role of advanced information technologies to improve organizations. Consequently, the objective of this research is to analyze the life histories of 5 educational leaders in 5 different contexts: Spain, Guatemala, Chile, Kazakhstan and the United States; and describe how new technologies are linked with their leadership practices. The methodology is qualitative using as instrument semi-structured interviews collected between 2012 and 2018 in different environments. Examples of leaders, their leadership practices and, mainly, the role of technological media in their change management are offered. The results reveal similar management practices and adjusted to what was previously described by the academic literature, and also show how leadership and technology affect each other.

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Section: Resultados Y Discusiónunclassified

Section: Marco Teórico: Liderazgo Y E-liderazgo Educativounclassified

Liderazgo y e-liderazgo en las historias de vida de líderes educativos a través del mundo

Tintoré

Mayo

Quiroga

et al. 2019

EDMETIC

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“…Several studies on the leadership characteristics of the Principal have been carried out. That for successful school leadership success is characterized by good program ownership characteristics, focusing on supporting and motivating school personnel, inclusive leadership, focusing on human resources [24]. Other research shows that there is a reciprocal influence between Principal leadership and teacher competence and motivation in efforts to achieve school goals [25].…”

Section: Introductionmentioning

confidence: 99%

Characteristics of the Principal Time Proportion in Basic Education and Learning Quality Improvement

Kurniatun¹,

Firman²,

Hidayat³

et al. 2019

Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018)

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This study aims to determine the characteristics of time management of school principals in basic education. This research was conducted in one of the provinces in Indonesia which has the largest population. Respondents in the head of elementary and junior high schools are spread in regencies and cities. The research method uses quantitative methods by processing descriptive statistical data. The results of the study show that in general the proportion of the Principal's work is still dominated by administrative work, however, activities related to teacher professional development including supervision have also been carried out even though the portion still needs to be improved. The Principal works on various specific and general tasks with varying proportions. But most of it is used to work with teachers to solve problems related to students.

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“…This growing interest is not surprising, since a large body of research shows the significance of school leadership for improving learning outcomes of students (Branch et al 2013;Day et al 2009;Gurr 2015). In order to support professional development of school leaders, governments put several measures in place, such as formal registration systems for participation in professional development activities (Hulsbos et al 2014).…”

Section: Introductionmentioning

confidence: 99%

Learn to Lead: Mapping Workplace Learning of School Leaders

Hulsbos

Evers

Kessels

2015

Vocations and Learning

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In recent years policy makers' interest in the professional development of school leaders has grown considerably. Although we know some aspect of formal educational programs for school leaders, little is known about school leaders' incidental and non-formal learning in the workplace. This study aims to grasp what workplace learning activities school leaders value most, what work-related questions incite them to learn, what outcomes they achieve through workplace learning and what conditions support workplace learning of school leaders. In order to generate answers to the research questions, we conducted semi-structured interviews with 20 Dutch school leaders in secondary education, which also served as a form of reflection for the respondents. Results show that school leaders mostly value workplace learning through working on improvement and innovation and through reflection. In addition to outcomes for the school leader, working on improvement and innovation also leads to learning outcomes for teachers, and seems to provide opportunities for teachers to influence changes in the school. On the other hand, teachers take little or no part in reflection. Here, school leaders find peace and stability to reflect with fellow school leaders. If adjusted to a specific context, the methods used in this study might be transferred to other contexts, to study workplace learning of all kinds of leaders.

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A Model of Successful School Leadership from the International Successful School Principalship Project

Cited by 96 publications

References 31 publications

Liderazgo y e-liderazgo en las historias de vida de líderes educativos a través del mundo

Liderazgo y e-liderazgo en las historias de vida de líderes educativos a través del mundo

Characteristics of the Principal Time Proportion in Basic Education and Learning Quality Improvement

Learn to Lead: Mapping Workplace Learning of School Leaders

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