Bourdieu’s distinction between rules and strategies and secondary principal practice

Anderson, Karen M.

doi:10.1177/1741143214559229

Cited by 9 publications

(8 citation statements)

References 93 publications

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“…Theoretically, this article is inspired by Bourdieu's work (Bourdieu, 1997Bourdieu & Wacquant, 1996; and, in particular, his concept of habitus, which must always be understood in relation to his concepts of field and capital (economic, cultural, social, and symbolic). Furthermore, we are inspired by recent applications of this perspective to studies of organizations and leadership (Anderson, 2016;Eacott, 2011;Emirbayer & Johnson, 2008;Mcginity & Gunter, 2016;Swartz, 2008). We use this research programme to conceptualise how school leaders may construct a leader identity as a negotiation between prior dispositions (as teachers, middle managers, students, children, etc.)…”

Section: Theorymentioning

confidence: 99%

Leaders of the profession and professional leaders. School leaders making sense of themselves and their jobs

Bøje

Frederiksen

2019

International Journal of Leadership in Education

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In most of the Western world, high expectations of educational leadership exist. School leaders are regarded as important actors in the implementation of reforms, which are occurring at an increasing pace. Furthermore, they are regarded as professionals who can make judgments on behalf of their pupils, teachers, and schools. However, becoming a school leader is an underexposed process that typically involves a departure from one's previous professional identity as a teacher. In this article, we study this process by analysing qualitative interviews that were conducted with three school leaders in the Danish primary public school (Folkeskole): a young member, a middle-aged member, and a senior member. Our point of departure is Bourdieu's theory of habitus, as well as narrative theory. We find that all school leaders construct professional identities in continuation of their teacher identities but that these differ along the lines of what we refer to as professional leaders and leaders of the profession.

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Section: Theorymentioning

confidence: 99%

Leaders of the profession and professional leaders. School leaders making sense of themselves and their jobs

Bøje

Frederiksen

2019

International Journal of Leadership in Education

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“…The second dimension, respecting school regulations, and teachers' and students' rights, emphasises the fact that school rules are designed to safeguard the human rights and dignity of all students and all teachers; therefore, principals are well aware of the importance of conforming to these rules (Norberg and Johansson, 2014). As conflicts occur, principals are expected to seek ways to resolve the discrepancies between teachers' and students' beliefs and school regulations and guidelines (Anderson, 2016;Murphy and Louis, 2018).…”

Section: Educational Leadership and Ethical Practicesmentioning

confidence: 99%

The relationship between principals’ perceptions of school practices and student achievement in science: The implicit ethical meaning of the TIMSS

Shapira‐Lishchinsky¹

2019

Educational Management Administration & Leadership

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The aim of this study was to explore principals’ perceptions of school practices that have ethical meaning through a transnational perspective based on the 8th grade TIMSS 2015 international assessment. The sample comprised 8353 principals from 8353 different schools and 280,130 students that participated in the TIMSS 2015 survey. We used principals’ ranking procedure and Mplus for exploratory and confirmatory analyses, multilevel confirmatory analysis, and multiple group comparison. The results indicated that principals’ perceptions include three main dimensions with an ethical meaning: ‘caring for students’ learning’, ‘respecting the rules amongst students and teachers’ and ‘parents’ and students’ involvement in schooling’. These dimensions broaden the meaning of existing dimensions describing ethical practices in school leadership. In addition, they were found to positively predict students’ science achievements. The novelty of this study is reflected by the results, leading to the understanding that the TIMSS principals’ questionnaire has an additional meaning, which goes beyond its original parameters. The findings may lead to a better understanding of the importance of the role of educational leaders in promoting ethical school practices. This study set out to elicit a new transnational measure, which may warrant an exploration of the similarities and differences between countries.

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“…Gender is one of the main factors influencing the difficulties perceived and the motivations held by potential candidates to principalship, which is reflected in the traditional underrepresentation of women in principalship positions (Carrasco, 2004;Smith, 2011). Female principals confront negative evaluations and stereotypes about their leadership abilities that can hinder their leadership practices (Andersen 2016;Murakami and Törnsen, 2017). This does not mean, however, that female principals are at a disadvantage compared to male principals for performing any of the tasks involved in school leadership.…”

Section: Personal and Contextual Determinantsmentioning

confidence: 99%

Spanish principals: Motives for accession and difficulties in enacting the role

Rodríguez¹,

Márquez²,

Fernández-Serrat³

et al. 2018

Educational Management Administration & Leadership

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This work explores the relationships between principals’ motivations for entering the principalship and the difficulties they experienced during their first year as principals. Survey data were collected from a sample of 2042 Spanish principals. They answered a questionnaire assessing intrinsic and extrinsic motivations, difficulties experienced when doing instructional, informational, and administrative tasks, and other personal and contextual characteristics. The scales developed to measure motivations and difficulties displayed adequate psychometric properties. The results showed the preponderance of intrinsic motivations. Administrative mundane tasks were perceived as the most difficult ones. We also found that non-administrative instructional tasks were more difficult for those principals who were more extrinsically motivated. Some gender differences were observed in motivations and difficulties. Women placed lower value on extrinsic motivations than men. Furthermore, while the difficulty of administrative tasks in their first year as principal was placed higher by women than men, those tasks that are more relationship-oriented (i.e. informative and instructional tasks) were rated as more difficult by men than women. Although internal incentives and administrative overload characterize most of the public Spanish principals, some findings pointed to the possibility of other profiles of principals that should be investigated in further studies. Implications for the design of principalship training are also discussed.

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Bourdieu’s distinction between rules and strategies and secondary principal practice

Cited by 9 publications

References 93 publications

Leaders of the profession and professional leaders. School leaders making sense of themselves and their jobs

Leaders of the profession and professional leaders. School leaders making sense of themselves and their jobs

The relationship between principals’ perceptions of school practices and student achievement in science: The implicit ethical meaning of the TIMSS

Spanish principals: Motives for accession and difficulties in enacting the role

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