加纳高中校长:实现有效“教育成果”的领导风格和实践

IF 2.4 Q1 EDUCATION & EDUCATIONAL RESEARCH International Journal of Leadership in Education Pub Date : 2023-11-14 DOI:10.1080/13603124.2023.2272146
David Kyei-Nuamah, Zhengmei Peng
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引用次数: 0

摘要

摘要:关于校长关系的研究已经变得非常重要,特别是关于他们的角色如何对学生的学习做出贡献。本研究探讨学校校长的领导风格与实践,以及他们对学生教育成果的贡献。此外,领导风格和实践与学生的教育成果之间的绑定关系。采用定性方法对加纳3所高中的数据进行收集和分析。它进一步利用半结构化访谈和201名参与者的焦点小组讨论。本研究发现,校长在不同情境下采用分散型、变革型和交易型领导风格。因此,他们的实践将他们定位为战略领导者。此外,我们还发现了一种“新的”情境领导意识形态和实践:与这些校长一起进行“工作管理”。数据进一步显示,这些校长的领导思想通过实践与学生的教育成果相关。这项研究进一步强调了校长对结构良好的背景最佳实践的需求,这些实践对学生的整体教育成果起作用。此外,该研究建议进一步利用其他地区的学校进行实证研究,以探索有助于教育成果的最佳实践。披露声明作者未报告潜在的利益冲突。数据可用性声明作者很乐意根据要求提供所需的所有数据。加纳学前教育系统的学校领导被称为“校长”或“校长”。然而,在这项研究中,我们使用了全球公认的名称“principal”。在存在指导性或变革型领导风格的地方,研究肯定了其与教学和学习的关系,正如Hallinger和Heck (Citation2011)所假设的那样。因此,它可以互换使用。其他信息资金作者报告没有与本文所述工作相关的资金。作者简介:david Kyei-Nuamah,华东师范大学教育系博士生。他的研究领域包括教育政策、教育领导与治理、教育哲学。彭正梅,华东师范大学教育学院教授,国际与比较教育研究所所长。主要研究领域为比较研究、教育政策和教育哲学。
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High school principals in Ghana: leadership styles and practices toward effective ‘educational outcomes’
ABSTRACTResearch on principalship has become significant, especially regarding how their roles contribute to students learning. This study explores school principals’ leadership styles and practices and their contribution to students’ educational outcomes. Also, the binding relations between leadership styles and practices and students’ educational outcomes are identified. A qualitative method was employed to collect and analyze data using 3 senior high schools in Ghana. It further utilizes semi-structured interviews and focused group discussions with 201 participants. This study finds that the principals employed distributed, transformational and transactional leadership styles in different situations. Their practices, as a result, positioned them as strategic leaders. In addition, we found a ‘new’ contextual leadership ideology and practice: ‘management by working’ with these principals. The data further showed that the leadership ideologies of these principals were related to students’ educational outcomes through their practices. This research further accentuates the need for well-structured contextual best practices of principals about what works for students’ holistic educational outcomes. Also, the study suggests further empirical studies using schools in other regions to explore the best practices contributing to educational outcomes. Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe authors, will be glad to provide all data needed upon request.Notes1. Ghanaian pre-tertiary school system school leaders are called ‘headteachers’ or ‘Headmasters.’ However, in this study, we use the globally accepted name ‘principal.’2. Where there is an instructional or transformational leadership style, the study affirms its relations to teaching and learning, as posited by Hallinger and Heck (Citation2011). Therefore, it is used interchangeably.Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article.Notes on contributorsDavid Kyei-NuamahDavid Kyei-Nuamah is a Ph.D. student in the Department of Education at East China Normal University, Shanghai, China. His research areas include education policy, educational leadership and governance, and philosophy for education.Zhengmei PengZhengmei Peng is a professor and the director of the Institute of International and Comparative Education, Faculty of Education, East China Normal University. His areas of interest are comparative studies, education policy, and educational philosophy.
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来源期刊
International Journal of Leadership in Education
International Journal of Leadership in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.10
自引率
14.30%
发文量
65
期刊介绍: International Journal of Leadership in Education: Theory & Practice is an international journal for the publication of theoretical and practical discussions of educational leadership. The Journal presents: •cutting-edge writing on educational leadership, including instructional supervision, curriculum and teaching development, staff development, educational administration and more; •an alternative voice: reports of alternative theoretical perspectives, alternative methodologies, and alternative experiences of leadership; •a broad definition of leadership, including teachers-as-leaders, shared governance, site-based decision making, and community-school collaborations.
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