合作领导与中学生持续学习成绩:指责游戏?

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2020-05-03 DOI:10.1080/18146627.2019.1635498
Gabriel J. Schlebusch
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引用次数: 5

摘要

摘要本文研究了协作式领导如何影响中学学生的持续学习成绩。关键的问题是,当地区办事处推出的干预策略结束时,中学既不能维持也不能提高学生的学习成绩。本研究的文献涵盖了学校和地区教育局的合作领导及其对学习者学习成绩的影响。参与者包括线路经理、学科顾问、校长和教师。他们完成了开放式问卷,试图解释合作领导和持续学习者学业表现之间的关系。主要发现表明,参与者(各级领导)将学习者的学习成绩低下归咎于除自己以外的所有相关方。因此,学校内部以及学校和地区教育办公室之间的合作领导无法实现持续的学习者学业表现。
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Collaborative Leadership and Sustained Learner Academic Performance in Secondary Schools: A Blaming Game?
Abstract This article reports on a study that investigated how collaborative leadership can influence sustained learner academic performance in secondary schools. The key problem resounds about secondary schools that are unable either to sustain or improve learner academic performance when intervention strategies rolled out from the district offices are concluded. The literature pursued in the study covered collaborative leadership from both schools and district education offices and their impact on learner academic performance. Participants were circuit managers, subject advisors, principals and teachers. They completed open- ended questionnaires that sought to explain the relationship between collaborative leadership and sustained learner academic performance. Major findings indicated that participants (at the various levels of leadership) attribute low learner academic performance to all other involved parties except themselves. Thus, collaborative leadership within the school and between schools and district education offices is not enabling sustained learner academic performance.
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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