将学校领导的核心实践与挪威高绩效和低绩效农村学校的组织学校氛围和学生成绩联系起来

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Management Administration & Leadership Pub Date : 2021-12-13 DOI:10.1177/17411432211064424
Hilde Forfang, J. Paulsen
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引用次数: 0

摘要

先前的研究表明,表现良好的学校领导围绕着一套普遍的核心实践,这些实践似乎在一系列国家、社会和文化背景下都是有效的,然而,当学校领导采用这些核心实践时,他们会对环境做出反应,并对不同的环境需求做出适当的反应。迄今为止,农村地区的学校领导在领导力研究中受到的关注并不多。因此,本研究旨在探讨挪威某县农村中小学学校领导核心实践、组织学校氛围与学生学习成绩之间的关系。研究设计涉及一项基于20所农村学校275名教师评分的横断面研究,这些学校分为两组,分别是10所“高绩效”学校和10所“低绩效”学校。多变量分析和子组之间比较的结果表明,两种不同的学校领导核心实践在挪威农村学校环境中至关重要。此外,结果表明,在高绩效农村学校,教师报告了更积极的组织学校氛围,具有更高水平的合作学习和自信,而不是相反的子组。
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Linking school leaders’ core practices to organizational school climate and student achievements in Norwegian high-performing and low-performing rural schools
Prior research has suggested that well-performing school leadership clusters around a set of general core practices, which appear to be effective across a range of national, social and cultural contexts, yet contingent of school leaders being responsive to context and responding appropriately to their different contextual demands when they employ these core practices. So far school leadership in rural regions has received only modest attention in leadership research. Therefore, this study was designed to explore the relationship between the core practices of school leaders, organizational school climate and student academic achievement in primary and lower secondary rural schools in a county in Norway. The research design involved a cross-sectional study based on ratings from 275 teachers situated in 20 rural schools, split into two sub-groups of 10 ‘high-performing’ and 10 ‘low-performing’ schools. The results from the multivariate analysis and comparisons between the sub-groups suggest that two distinct core practices of school leadership emerge as critical in Norwegian rural school settings. Further, the results indicate that in the higher performing rural schools, the teachers reported a more positive organizational school climate, with higher level of collaborative learning and self-confidence, than in the opposite sub-group.
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来源期刊
Educational Management Administration & Leadership
Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
19.40%
发文量
63
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