协商不完全自治:三位校长的肖像

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2022-02-14 DOI:10.1177/0013161X221080374
Taeyeon Kim, J. Weiner
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引用次数: 3

摘要

目的:本研究建立在对政策和学校治理中的学校自治进行仔细研究的基础上,将重点从自治的正式结构观转移到研究校长如何在日常工作中协商自治。本研究从自治和街道级官僚机构的多个维度出发,考察了校长作为专业人士和官僚,如何在实践中扩大和制定自治战略。研究方法/方法:我们使用肖像来记录和解释2018-2019学年美国中西部城市、郊区和农村PK-12传统公立学校三位校长的经历和观点。研究结果:校长面临着“有限”或“部分”的自主权,他们必须不断地就个人自主权(例如,他们在任何一天如何度过时间)与机构自主权(如,通过外部期望对角色的要求)进行协商。研究结果显示了参与者如何利用机构自治来支持个人自治,并处理其自治的边界。虽然这些策略让他们对决策有了更多的“控制权”,但它们也经常导致过度工作和/或与地区优先事项发生冲突。对研究和实践的启示:详细的肖像为重新思考学校自治提供了关键见解,在领导实践中有多个维度交叉。研究结果提供了关于如何最好地支持地区和学校领导在机构和个人需求之间建立更大的一致性的知识,从而增加了自治作为一种改进战略的有效性。
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Negotiating Incomplete Autonomy: Portraits from Three School Principals
Purpose: This study builds on research scrutinizing school autonomy in policy and school governance by shifting the focus from a formal structural view of autonomy to examining how principals negotiate autonomy in their daily work. Drawing on multiple dimensions of autonomy and street-level bureaucracy, this study examined how principals, as both professionals and bureaucrats, work to expand and strategize their autonomy in practice. Research Methods/Approach: We used portraiture to document and interpret the experience and perspectives of three principals at urban, suburban, and rural PK-12 traditional public schools in the Midwest of US during the 2018–2019 school year. Findings: Principals faced a “bounded” or “partial” autonomy in which they had to constantly negotiate their individual autonomy (e.g., how they spent their time on any given day) with institutional autonomy (e.g., the demands of the role via external expectations). The findings show the ways participants utilized institutional autonomy to support individual autonomy and dealt with the boundaries of their autonomy. While these strategies gave them a bit more “control” over decision-making, they also often resulted in overwork and/or conflict with district priorities. Implications for Research and Practice: Detailed portraits offer key insights for rethinking school autonomy with multiple dimensions intersected in leadership practice. Findings yield knowledge regarding how to best support districts and school leaders in creating greater alignment between institutional and individual demands, thus increasing the likelihood that autonomy, as an improvement strategy, can be effective.
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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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