School Leadership and Capacity Building in Kazakhstan

Autor/inn/en	Yakavets, Natallia; Frost, David; Khoroshash, Aidar
Titel	School Leadership and Capacity Building in Kazakhstan
Quelle	In: International Journal of Leadership in Education, 20 (2017) 3, S.345-370 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2015.1066869
Schlagwörter	Foreign Countries; Principals; Leadership Styles; Capacity Building; Mixed Methods Research; Educational Innovation; Program Implementation; Educational Change; Semi Structured Interviews; Focus Groups; Surveys; Data Analysis; Administrator Role; Mentors; Faculty Development; Social Support Groups; Teacher Administrator Relationship; Decision Making; Kazakhstan + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Führungsstil; Instructional innovation; Bildungsinnovation; Bildungsreform; Survey; Umfrage; Befragung; Auswertung; Social support; Soziale Unterstützung; Decision-making; Entscheidungsfindung; Kasachstan
Abstract	The article examines the scope for initiative and independent action that lies with school principals in Kazakhstan, with a particular focus on capacity-building approaches. The study is situated within a large collaborative project between three institutions: the University of Cambridge Faculty of Education, Nazarbayev University Graduate School of Education and Nazarbayev Intellectual Schools (NIS). A mixed-methods research design was used to collect data in 20 schools and 11 other educational organizations in six different geographical locations in Kazakhstan. The findings suggest that capacity-building strategies are necessary if innovations are to be implemented across all schools. The article outlines the challenges involved in making school reform effective and draws on the "capital framework". The conclusion considers the implications for practitioners and policy-makers, and outlines an agenda for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01