Is Role Change Enough? District Organizational Supports for Principal Supervision

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2022-10-01 DOI:10.1177/0013161X221081828
Laura K. Rogers
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引用次数: 2

Abstract

Background and Purpose: District school improvement efforts have increasingly focused on improving the quality of support principals receive from the central office. This study uses the theoretical lens of recoupling to examines efforts by one urban district in the midst of change to revise the role of principal supervisors. Analysis focuses on how district organizational structures and systems supported (or did not support) principal supervisors' work in the new role. Research Methods: This qualitative study draws upon semi-structured interview data from 31 principals, principal supervisors, and central office leaders. Data were analyzed using an iterative, multi-round coding process that identified emergent themes. Findings: District central office structures, systems, and roles shape principal supervisors' ability to effectively develop principal leadership. System-wide changes to support principal supervisors' new work appeared to be at odds with existing district context and structure, limiting their effectiveness. Additionally, three organizational barriers emerged that limited principal supervisors' ability to meet the new role expectations: misaligned central office expectations, overlapping responsibilities between supervisors and other central office administrators, and an incoherent district definition of instructional leadership. Implications: Findings provide guidance for districts seeking to build central office capacity for school support by highlighting the importance of implementing district-level structural supports and other system considerations in addition to changing administrator roles.
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角色转换够了吗?区域组织对主要监督的支持
背景和目的:地区学校改善工作越来越侧重于提高校长从中央办公室获得的支持的质量。本研究采用重新组合的理论视角,考察了一个处于变革中的城市地区为修改主要监督员的角色所做的努力。分析的重点是地区组织结构和系统如何支持(或不支持)主要主管在新角色中的工作。研究方法:这项定性研究采用了来自31名校长、主要主管和中央办公室领导的半结构化访谈数据。使用迭代的多轮编码过程来分析数据,以确定突发主题。调查结果:地区中心办公室的结构、系统和角色塑造了主要主管有效发展主要领导能力的能力。支持主要主管新工作的全系统变革似乎与现有的地区背景和结构不一致,限制了其有效性。此外,出现了三个组织障碍,限制了主要主管满足新角色期望的能力:中央办公室期望不一致、主管和其他中央办公室行政人员之间的职责重叠,以及地区对教学领导的定义不一致。影响:调查结果为寻求建立中央办公室学校支持能力的地区提供了指导,强调了除了改变行政人员角色外,实施地区级结构支持和其他系统考虑因素的重要性。
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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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