Le leadership : un processus distribué au sein des établissements scolaires? Le cas de la Suisse francophone

Progin, Laetitia; Perrenoud, Olivier

doi:10.7202/1047134ar

Cited by 8 publications

(6 citation statements)

References 16 publications

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“…Ainsi, la conception du leader engagé contre les injustices ne représente pas un modèle très vulgarisé en Suisse romande. Le concept même de leadership peut susciter de la méfiance auprès des directions qui le considèrent comme trop personnifié ou renvoyant à des relations conflictuelles (Progin & Perrenoud, 2018). Néanmoins, les résultats de notre étude permettent de mieux définir la manière dont les directions se représentent leur fonction au regard des objectifs de réussite scolaire et de lutte contre les inégalités dans un contexte de diversité socio-culturelle croissante.…”

Section: Resultsunclassified

Diriger un établissement multiculturel et défavorisé: un défi à part?

Bauer¹

2019

SJER

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Aujourd’hui, les recherches nous montrent que l’école suisse ne permet pas la réussite de tous les élèves et notamment des élèves issus de la migration et des élèves de milieu social défavorisé. L’objectif de cet article est d’interroger le rôle des directions d’établissement scolaire en contexte multiculturel et défavorisé, peu documenté dans la littérature sur la gestion de la diversité culturelle et sur le leadership pédagogique. à travers une étude qualitative-interprétative menée auprès de 13 directions d’établissements multiculturels et défavorisés à Genève, nous donnerons à voir les exigences spécifiques de ce milieu et la manière dont les directions comprennent et agissent en vue de la réussite scolaire de tous les élèves.

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Section: Resultsunclassified

Diriger un établissement multiculturel et défavorisé: un défi à part?

Bauer¹

2019

SJER

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“…Un défi de taille consiste à favoriser l'adhésion des personnes enseignantes à cette forme de travail (Bélanger et al, 2019;Poirel et Yvon, 2012;Reverdy et Thibert, 2015). En effet, même si des directions souhaitent transformer les structures hiérarchiques en équipes collaboratives interconnectées, il reste difficile d'amener les personnes enseignantes à collaborer et à prendre part aux discussions concernant leur organisation (Luc, 2019;Progin et Perrenoud, 2018). Bien comprendre les fondements de l'organisation apprenante, au-delà d'une simple structure de travail en équipe, constitue un enjeu important (DuFour et al, 2019;Ramful et al, 2019).…”

Section: Les Organisations Apprenantesunclassified

The influence of principal leadership on the activity of a learning organization in a Quebec elementary school context

Lebeau,

Lessard,

Granger

et al. 2024

Innover dans la tradition de Vygotsky

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The needs of Quebec students, which have become increasingly diverse and evolving in recent years (Government of Quebec, 2020), call for a change in teaching practices. To achieve this, the development of a mechanism following the principles of the learning organization, such as a professional learning community (PLC), within the school can support these changes. Although principal leadership is likely to be a lever, its influence has been little documented in a Quebec elementary school context. This study therefore examined the influence of principal leadership on the activity of a learning organization, using Engeström's (2000, 2001, 2011, 2015) activity theory. This descriptive qualitative study mobilized the case study approach, involving in an elementary school in the Eastern Townships in which the classroom teachers work in PLC. Semi-directed individual interviews were conducted with the school principal and five teachers. Our analyses show that the principal's leadership contributes to resolving many of the contradictions that can arise in a system of activity, and thus promotes its transformation.

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“…Within limited time resources available, heads are mainly preoccupied with administrative duties, leaving the guidance of teachers as an additional burden (Brauckmann & Schwarz, 2015;Windlinger & Hostettler, 2014). Thus, despite the formal hierarchisation of school teams, the headteachers' position the actors experience it as an "uncertain transaction", leaving both teachers and headteachers with limited influence (Progin & Olivier, 2018). In the following, we discuss such an uncertain transaction between headteachers and teachers from our ethnographic fieldwork.…”

Section: Headteachers Today Frequently Visit Teachers' Classrooms Onc...mentioning

confidence: 99%

Distributed Leadership, Teacher Autonomy, and Power Relations Between Headteachers and Teachers Under Low-Stakes Accountability Conditions: An Ethnographic Account from Switzerland

Hangartner

SVATON²

2022

Research in Educational Administration and Leadership

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Distributed leadership is propagated internationally as an effective means to improve teaching and learning in schools. Increasingly it is acknowledged that practices of distributed leadership depend on its context, not only on the school level but also on the larger governing conditions. This article discusses how distributed leadership is put into practice within a “loose” governing regime with low-stakes accountability. The example is taken from Switzerland, where the strengthening of leadership is one of the core instruments of New Public Management reforms, while high-stakes accountability instruments have not been implemented. By taking a governmentality perspective, the article analyses the (self-)governing practices that distributed leadership generates between headteachers and teachers in a primary school. It argues that a “loose” accountability regime produces an opaque field of power relations, in which the self-governing imperative of distributive leadership conflicts with claims of traditional teacher autonomy.

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Le leadership : un processus distribué au sein des établissements scolaires? Le cas de la Suisse francophone

Cited by 8 publications

References 16 publications

Diriger un établissement multiculturel et défavorisé: un défi à part?

Diriger un établissement multiculturel et défavorisé: un défi à part?

The influence of principal leadership on the activity of a learning organization in a Quebec elementary school context

Distributed Leadership, Teacher Autonomy, and Power Relations Between Headteachers and Teachers Under Low-Stakes Accountability Conditions: An Ethnographic Account from Switzerland

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