An exploratory study on principals' conceptions about their role as school leaders.

Autor/inn/en	Devos, Geert; Bouckenooghe, Dave
Titel	An exploratory study on principals' conceptions about their role as school leaders.
Quelle	In: Leadership and policy in schools, 8 (2009) 2, S. 173-196Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1570-0763; 1744-5043
DOI	10.1080/15700760902737196
Schlagwörter	Empirische Untersuchung; Bildungspolitik; Schule; Schulleitung; USA; Bildungsmanagement; Bildungspolitik; Bildungsverwaltung; Schule; Bildungsverwaltung; Schulleitung; Schulkultur; USA
Abstract	This inquiry, by means of the case study method, explored how principals' conceptions about their role as school leader contribute to a better understanding of their leadership behavior and how this is related to school climate. The results indicated that differences of how principals conceive their leadership role are related, indirectly through their leadership practices (i.e., initiating structure and supportive leadership), to the school climate (unity in vision, collegial relations, collaboration, innovativeness). We distinguished three types of school leader profiles: (1) the "people-minded profile" with a strong emphasis on educational leadership and the mentoring role as a school leader and with the necessary skills to implement a shared vision; (2) the "administrative-minded profile" with the focus on administration and the coordinating leadership role, lacking a vision and feeling unable to develop a vision; and (3) the "moderate-minded profile" with an emphasis on educational leadership but having difficulty to involve all teachers in the school's vision. Drawing on three prototypical cases we discuss in depth that these types of principals work under different school climate conditions. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/1