School Leadership for Learning: Insights from TALIS 2013

Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	School Leadership for Learning: Insights from TALIS 2013
Quelle	(2016), (180 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2312-962X
ISBN	978-9-2642-5833-4
DOI	10.1787/9789264258341-en
Schlagwörter	International Assessment; National Surveys; School Administration; Leadership Styles; Communities of Practice; Instructional Leadership; Participative Decision Making; Educational Practices; Educational Improvement; Educational Planning; Teacher Participation; Parent Participation; Student Participation; Institutional Characteristics; Administrator Characteristics; Teacher Collaboration; Educational Policy; Change Strategies; National Norms + Suchen Sie Ihr Suchwort? Führungsstil; Community; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungspraxis; Teaching improvement; Unterrichtsentwicklung; Bildungsplanung; Elternmitwirkung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerkooperation; Politics of education; Bildungspolitik; Lösungsstrategie
Abstract	The OECD Teaching and Learning International Survey (TALIS) is the largest international survey of teachers and school leaders. Using the TALIS database, this report looks at different approaches to school leadership and the impact of school leadership on professional learning communities and on the learning climate in individual schools. It looks at principals' instructional and distributed leadership across different education systems and levels. Instructional leadership comprises leadership practices that involve the planning, evaluation, co-ordination and improvement of teaching and learning. Distributed leadership in schools explores the degree of involvement of staff, parents or guardians, and students in school decisions. How are principals' and schools' characteristics related to instructional and distributed leadership? What types of leadership are favoured across countries? What impact do they have on the establishment of professional learning communities and positive learning environments? The report notes that teacher collaboration is more common in schools with strong instructional leadership. However, about one in three principals does not actively encourage collaboration among the teaching staff in his or her school. There is room for improvement; and both policy and practice can help achieve it. The report offers a series of policy recommendations to help strengthen school leadership. (As Provided).
Anmerkungen	OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01