资源与影响:以色列中低社会经济地位学校和高中社会经济地位学校中处于领导地位的家长

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2020-10-01 DOI:10.1177/0013161X19883693
Audrey Addi-Raccah
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引用次数: 2

摘要

目的:本研究主要探讨家长透过集体领导角色参与子女学校事务。基于布迪厄的方法,目前的分析检查了父母的资源类型、参与学校的类型以及他们对不同学校领域的影响之间的联系,同时比较了两种社会经济地位(低/中和高)水平的父母。研究设计:参与者包括来自21所随机抽取的小学的624名家长,其中10所为中低经济地位学校,11所为高经济地位学校。采用问卷调查法收集数据,采用多变量方差分析和多组结构方程建模方法对数据进行分析。研究发现:家长在担任学校领导角色时,激活了多种教育相关资源。一旦获得正式的领导角色,家长可能会觉得自己有合法的权利影响学校,主要是在与学校管理领域有关的问题上,比如筹款。尽管在高经济地位学校和低/中等经济地位学校之间存在一些差异,但在家长的领导角色方面存在相似之处,这可能会通过在学校和环境之间架起桥梁而使学校受益。结论:随着学校变得更加异性化,家长领导可能在促进学校校长的工作和促进学校改进方面发挥越来越重要的作用。因此,学校校长需要支持和鼓励家长的领导,特别是在低经济地位学校。为此,教育工作者必须更加关注、接受和重视低社会经济地位学校家长的资源。
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Resources and Influences: Parents in Leadership Positions in Low-/Mid-SES and High-SES Schools in Israel
Purpose: This study focused on parents’ involvement in their children’s schools through participation in collective leadership roles. Based on Bourdieu’s approach the current analysis examined the link between parents’ types of resources, types of involvement in schools, and their influences over different school domains while comparing parents from two socioeconomic status (SES) levels (low/mid and high). Research Design: Participants comprised 624 parents from 21 randomly selected elementary schools, of which 10 were of low-/mid-SES and 11 high-SES schools. Data were collected by a questionnaire and analyzed based on multivariate analysis of variance and multi-group structural equation modeling approach. Findings: It was found that for holding leadership roles in schools, parents activate diverse education-related resources. Once gaining a formal leadership role parents may feel a legitimate right to influence schools, mainly on issues related to school management domains such as fundraising. Although, some differences occurred between high-SES and low-/mid-SES schools, there was a similarity regarding parents’ leadership roles that may benefit schools by bridging between the schools and their environment. Conclusions: As schools become more heterarchical, parent leadership may be able to play an increasingly significant role in facilitating the school principal’s work and fostering school improvement. Accordingly, school principals need to support and encourage parent leadership, particularly in low-SES schools. For that purpose, educators must be more attentive, accepting and value the resources of parents of low-SES schools.
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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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