An Analysis of the Metaphorical Perspectives of School Principals

Abstract

In this study, the investigator sought to identify the metaphors for administration of schoolprincipals as evidenced in the current literature and to describe the images that currently exist in the statements, beliefs, values, and daily routines of five schoolprincipals. Three metaphors of purpose-maintenance, survival, and vision that characterize the ethos of the principalship are explored. These metaphors appear to have significant implications for schools, for school administrators, and for administrator preparation programs.

Principal Vision, Environmental Robustness, and Teacher Sense of Autonomy in High Schools

“…By contrast, non-visionary principals are more concerned with stability than with change. Their descriptions of their leadership style focus on maintaining daily order in the school (Bredeson, 1985). They emphasize responsibility for ongoing school operations and management functions rather than motivation which leads to visualizing the future or achieving long range purposes (LeSourd & .…”

“…Vision relates to translating speculative ideas and the future to today's world (Bredeson, 1985). Barth (1990) states, "visions of school people are the prescriptions for school reform that have the best chance to be taken seriously, enacted, and sustained by teachers and principals" (p. 150).…”

Teachers’ Perceptions of the Relationship between Principals’ Instructional Leadership, School Culture, and School Effectiveness in Pakistan

“…Farklı çalışmalar (ör. Aggarwal-Gupta ve Vohra, 2010;Bredeson, 1985;Ali vd., 2016;Reynolds ve Teddlie, 2000) okul verimliliğinde iç faktörlerin etkili olduğunu belirlerken, Coleman ve diğerleri (1966) okul verimliliğinin dış faktörler tarafından şekillendirildiğini ortaya çıkarmıştır. Girdiler (ör.…”

Managing schools as complex adaptive systems: A strategic perspective

“…Of course, stakeholders can have a chance to manipulate prospective behaviors of a school as a system in this way. On the other hand, unless school administrators build shared cognitive models, empowering teachers and other employees may cause an increase in organizational tensions and coordination loads of administrators (Halverson, Kelley & Kimball, 2004;Senge, 1990;Bredeson, 1985).…”