Literaturnachweis - Detailanzeige
| Autor/inn/en | Russell, Jennifer Lin; Sabina, Lou L. |
|---|---|
| Titel | Planning for Principal Succession: A Conceptual Framework for Research and Practice |
| Quelle | In: Journal of School Leadership, 24 (2014) 4, S.599-639 (41 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| Schlagwörter | Principals; Administrative Change; Educational Practices; Administrative Policy; Administrative Principles; Personnel Policy; Personnel Selection; Strategic Planning; Educational Administration; Qualitative Research; Comparative Analysis; Case Studies; Human Resources; Semi Structured Interviews; Superintendents; Personnel Directors; Administrator Attitudes; Models; Professional Development; Communities of Practice; Coaching (Performance); Mentors; Program Administration; School Districts; Barriers; Elementary Secondary Education Principal; Schulleiter; Bildungspraxis; Personalpolitik; Personalauswahl; Personalentscheidung; Strategy; Planning; Strategie; Planung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Qualitative Forschung; Case study; Fallstudie; Case Study; Humankapital; Schulrat; Analogiemodell; Community; School district; Schulbezirk |
| Abstract | Many school districts struggle to recruit sufficient high-quality principals for their schools. A variety of conditions contribute to this challenge, including the retirement of the baby boom cohort and diminishing interest in administrative careers due to the expanded responsibilities of school principals. In response, districts enact a range of policies and programs explicitly aimed at identification and development of school leaders. Our study examined the actions taken by six districts drawing on the succession-planning perspective, which is common in the public and private sector management literature but less represented in education research. We found that intentional succession planning enabled districts to develop a pool of high-potential administrative candidates through integrated attention to candidate selection and development. While analyzing the effectiveness of "homegrown" leaders is beyond the scope of this inquiry, leaders in our six focal districts believed that they were able to increase the quality and effectiveness of their principals through intentional succession planning. We present a model for principal succession planning in education based on our empirical findings and on literature-based principles that can guide program design and future research. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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