Novice Principals in Chile Mobilizing Change for the First Time: Challenges and Opportunities Associated with a School's Readiness for Change

Autor/inn/en	Galdames, Sergio; Montecinos, Carmen; Campos, Fabián; Ahumada, Luis; Leiva, María Verónica
Titel	Novice Principals in Chile Mobilizing Change for the First Time: Challenges and Opportunities Associated with a School's Readiness for Change
Quelle	In: Educational Management Administration & Leadership, 46 (2018) 2, S.318-338 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143217707520
Schlagwörter	Foreign Countries; Beginning Principals; Readiness; Educational Change; Barriers; Elementary Schools; Public Schools; Low Achievement; Change Strategies; Institutional Characteristics; Educational Policy; Leadership Responsibility; Poverty; Longitudinal Studies; Administrator Attitudes; School Personnel; Educational Administration; Interviews; Chile + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Unterdurchschnittliche Leistung; Lösungsstrategie; Politics of education; Bildungspolitik; Armut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulpersonal; Bildungsverwaltung; Schuladministration; Schulverwaltung; Interviewing; Interviewtechnik
Abstract	In a context characterised by triple sources of accountability demands, principals in Chile are required to mobilise change to raise performance indicators. School improvement is a complex endeavour--a complexity that is intensified for newly appointed principals, particularly when placed in a high-poverty, ineffective school. This article explores changes introduced by newly appointed principals placed in elementary public schools that were struggling (n = 4) and in schools that were sinking (n = 5). Findings show that all participants converged on actions to promote changes in: staffing, redesigning the organisation, and managing instruction. The quality of the actions, however, differed by type of school, highlighting the importance of defining policies for strengthening school leadership that take into account differences among schools. Induction will provide needed support at the individual level, but it might be insufficient support if other measures at the district level fail to create conditions, such as staffing, so the arrival of a new principal is indeed an opportunity to reverse a downward trajectory of an ineffective, high-poverty school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01