Beginning Primary School Principals in Belgium: How They Deal with External Influences and Develop Professionally.

Autor/in	Vandenberghe, Roland
Titel	Beginning Primary School Principals in Belgium: How They Deal with External Influences and Develop Professionally.
Quelle	(2003), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Administrator Education; Administrator Qualifications; Administrators; Beginning Principals; Elementary Education; Foreign Countries; Instructional Leadership; Management Development; Occupational Information; Primary Education; School Administration; School Supervision; Teacher Administrator Relationship; Belgium + Suchen Sie Ihr Suchwort? Elementarunterricht; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Berufsinformation; Primarbereich; Schulaufsicht; Belgien
Abstract	To understand the realities and complexities faced by beginning primary school principals, a group of researchers from Belgium, Canada, England, the Netherlands, and the United States launched a collaborative study in 2000. This report describes the Belgium arm of the study. The study set out to answer the following: What are similarities and differences in the work of school principals in different countries? What encourages and discourages people from aspiring to the principalship? How do new principals perceive and deal with external influences? How do new principals adjust to their role? How does the culture of the school evolve with the arrival of the new principal? The sample for the Belgium study consisted of 174 principals. Data were gathered from an initial questionnaire and followup interviews. The main findings included the following: Some 80 percent of the principals perceived the job as an opportunity to build a valuable career. Being trusted and accepted by teachers and parents was the most positive experience for the principals. On the other side of the coin, principals often experienced a noncollaborative school climate and turbulent policy environment, making it difficult to resolve conflicts. Appended are data about the principals and their schools. (Contains 21 references.)(WFA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC