Leading and Managing Today's Independent School: A Qualitative Analysis of the Skills and Practices of Experienced Heads of Independent Schools in the New York Metropolitan Area

Autor/in	Juhel, Jean-Marc
Titel	Leading and Managing Today's Independent School: A Qualitative Analysis of the Skills and Practices of Experienced Heads of Independent Schools in the New York Metropolitan Area
Quelle	In: Peabody Journal of Education, 91 (2016) 5, S.588-605 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2016.1227173
Schlagwörter	Private Schools; School Administration; Leadership Qualities; Superintendents; Metropolitan Areas; Administrator Effectiveness; Leadership Effectiveness; Trustees; Communication Skills; Interpersonal Competence; Personnel Management; Administrator Responsibility; Educational Experience; Job Satisfaction; Educational Change; Qualitative Research; Interviews; New York (New York) + Suchen Sie Ihr Suchwort? Private school; Privatschule; Führungseigenschaft; Schulrat; Ballungsraum; Führungseffizienz; Treuhandanstalt; Kommunikationsstil; Interpersonale Kompetenz; Personalmanagement; Bildungserfahrung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Bildungsreform; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	This article presents the findings of a qualitative study conducted in 2014 with 16 experienced heads of school in the New York metropolitan area. The study was designed to better understand the skills and practices that they view as critical to leading and managing independent schools. The data collected speak to each head's ability to manage the school's leadership team and board of trustees, communicate effectively and empathically with all constituencies, and build meaningful relationships based on trust. Due to the study's limited geographical scope, further qualitative research is needed to build a more complete understanding of independent school headship. The findings, however, provide a framework for leadership skills and models of tried management practices that may enhance the capacity of school heads, present and future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01