A Subjectivist Model of School Leadership for International Schools: Greenfield Revisited

Autor/in	Hill, Ian
Titel	A Subjectivist Model of School Leadership for International Schools: Greenfield Revisited
Quelle	In: Peabody Journal of Education, 93 (2018) 5, S.518-533 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2018.1515827
Schlagwörter	School Organization; Educational Administration; International Schools; Instructional Leadership; Models; Organizational Theories; Leadership Effectiveness; Decision Making; Beliefs; Administrator Behavior; Contingency Management; Leadership Styles + Suchen Sie Ihr Suchwort? School organisation; Schulorganisation; Bildungsverwaltung; Schuladministration; Schulverwaltung; International school; Internationale Schule; Instruction; Leadership; Bildung; Erziehung; Führung; Analogiemodell; Organisationstheorie; Führungseffizienz; Decision-making; Entscheidungsfindung; Belief; Glaube; Krisenbewältigung; Führungsstil
Abstract	Greenfield's subjectivist approach to the construction and interpretation of social reality is examined and applied to school organizations in an attempt to demonstrate that such organizations may be advantageously viewed as entities constructed and sustained by ideas in people's minds. The path to understanding schools and their administration lies with the interpretation and analysis of the "experience" of people in these institutions rather than in the use of overarching theories of educational management. International schools have always provided education for the ever-increasing flux of people across frontiers, either temporarily because of job postings (globally mobile families) or more permanently because of migration. The high degree of cultural diversity in these schools augments the complexity of leadership because staff, students, and parents bring their own cultural heritage, experience, and expectations to bear, together, in a single school setting. This also increasingly applies in government schools in many countries because of migration. Ethnic cultural repertoires play a major role in the creation, deciphering, and juxtaposition of individual social realities and have an important bearing on organization culture. The article concludes with the importance of communicative and cultural competencies as the main tools for effective school leadership in international schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01