How National Context Indirectly Influences Instructional Leadership Implementation: The Case of Israel

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2020-07-24 DOI:10.1177/0013161X20944217
H. Shaked, Pascale Benoliel, Philip Hallinger
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引用次数: 18

Abstract

Purpose: Instructional leadership has been identified as a key responsibility of principals who achieve promising results for school improvement. This study investigated how the national context has influenced the adoption of instructional leadership as a defining role responsibility for Israeli principals. Research Methods: Participants in this qualitative study consisted of a diverse sample of 46 Israeli principals, broadly representative of the larger body of school principals in Israel. Data were collected through both interviews and focus groups. Data analysis proceeded in a four-stage process that involved condensing, coding, categorizing, and theorizing from the interview data. Findings: Findings identified three sociocultural norms that shaped principal adoption of instructional leadership in their role set: low power distance, clan culture, and incomplete identification of principals (and teachers) with their schools’ academic missions. These contextual cohering forces led principals to resist new, formally defined policy expectations of their role as instructional leaders. Implications: This study’s findings reinforce arguments that propose national context as an underserved theoretical lens for understanding differences in principals’ practices across different societies. The findings suggest that despite increasing global acceptance of instructional leadership, its implementation in practice is inevitably shaped by the institutional policies and cultural values of different societies. Even when a “generic” model of instructional or transformational leadership is adopted by policy makers, there will be a process of mutual adaptation during implementation.
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国家背景如何间接影响教学领导的实施——以以色列为例
目的:教学领导已被确定为校长的关键责任,他们在学校改进方面取得了有希望的成果。本研究调查了国家背景如何影响将教学领导作为以色列校长的决定性角色责任。研究方法:这项定性研究的参与者包括46名以色列校长的不同样本,他们广泛代表了以色列更多的校长群体。数据是通过访谈和焦点小组收集的。数据分析分四个阶段进行,包括从访谈数据中浓缩、编码、分类和理论化。研究结果:研究结果确定了三种社会文化规范,这些规范塑造了校长在其角色设置中对教学领导的采用:低权力距离、部落文化和校长(和教师)对学校学术使命的不完全认同。这些背景凝聚力导致校长抵制新的、正式定义的政策对他们作为教学领导者角色的期望。启示:这项研究的发现强化了一些论点,即国家背景是理解不同社会校长实践差异的一个服务不足的理论视角。研究结果表明,尽管全球越来越接受教学领导力,但其在实践中的实施不可避免地受到不同社会的制度政策和文化价值观的影响。即使决策者采用了“通用”的教学或转型领导模式,在实施过程中也会有一个相互适应的过程。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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