回家?得克萨斯州农村校长的聘用、调动和流动模式

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2021-10-18 DOI:10.1177/0013161X211045920
A. Pendola, E. Fuller
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引用次数: 0

摘要

越来越多的文献已经认识到,农村公国在角色、需求和期望方面通常与城市和郊区公国不同(Hansen,2018;McHenry Sorber和Hall,2018;普雷斯顿和巴恩斯,2017)。研究表明,农村校长的角色定义更具流动性,工作时往往缺乏专业支持,并在学校和社区内保持紧密的网络(Cruzeiro&Boone,2009;Starr和White,2008;Wieczorek和Manard,2018)。他们还面临着一系列更广泛的社区期望,校长职位被视为社区身份的象征性先锋(Harmon&Schafft,2009),提供更少的隐私,需要更多的公众知名度、社会文化“适合”和个人对学校的责任(Barley&Beesley,2007;布奇,2006年;斯塔尔和怀特,2008年)。网络、有限的预算、专业发展和问责授权都因地理隔离、员工人数较少和规模经济而带来了具体挑战(Hite et al.,2018;Klocko&Justis,2019;
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Homeward Bound? Rural Principal Hiring, Transfer, and Turnover Patterns in Texas
A growing body of literature has recognized that the rural principalship is generally unique from its urban and suburban counterparts in its roles, demands, and expectations (Hansen, 2018; McHenry-Sorber & Hall, 2018; Preston & Barnes, 2017). Research has shown that rural principals have more fluid role definitions, often work with less professional support, and maintain tight networks within the school and community (Cruzeiro & Boone, 2009; Starr & White, 2008; Wieczorek & Manard, 2018). They also face a broadened set of community expectations, with the principalship viewed as a symbolic vanguard of community identity (Harmon & Schafft, 2009), offering less privacy and requiring more public visibility, sociocultural ‘fit,’ and personal responsibility for school (Barley & Beesley, 2007; Budge, 2006; Starr & White, 2008). Networking, limited budgets, professional development, and accountability mandates all present specific challenges due to geographic isolation, smaller staff, and economies of scale (Hite et al., 2018; Klocko & Justis, 2019;
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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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