Broken Bridges: A Social Network Perspective on Urban High School Leadership

Autor/inn/en	Liou, Yi-Hwa; Daly, Alan J.
Titel	Broken Bridges: A Social Network Perspective on Urban High School Leadership
Quelle	In: Journal of Educational Administration, 56 (2018) 5, S.562-584 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liou, Yi-Hwa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-01-2018-0010
Schlagwörter	High Schools; Instructional Leadership; School Administration; Principals; School Districts; Urban Schools; Public Schools; Student Diversity; Central Office Administrators; Administrator Attitudes; Social Networks; Educational Innovation; Network Analysis; Social Capital; Longitudinal Studies; Educational Environment; Educational Improvement; California + Suchen Sie Ihr Suchwort? High school; Oberschule; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Social network; Soziales Netzwerk; Instructional innovation; Bildungsinnovation; Netzplantechnik; Sozialkapital; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; Kalifornien
Abstract	Purpose: Secondary school leadership provides multiple challenges in terms of the diversity of tasks, multiple demands on time, balancing communities and attending to instructional programming. An emerging scholarship suggests the importance of a distributed instructional leadership approach to high school leadership. However, what has been less thoroughly explored is how secondary school leadership is distributed leaders across a school district. The purpose of this paper is to investigate the social structure and positions urban high school principals occupy in the district system. Design/methodology/approach: This study was conducted in one urban fringe public school district in southern California serving diverse students populations. The data were collected at three time points starting in Fall 2012 and ending in Fall 2014 from a district-wide leadership team including all central office and site leaders. All leaders were asked to assess their social relations and perception of innovative climate. The data were analyzed through a series of social network indices to examine the structure and positions of high school principals. Findings: Results indicate that over time high school principals have decreasing access to social capital and are typically occupying peripheral positions in the social network. The high school principals' perception of innovative climate across the district decreases over time. Originality/value: This longitudinal study, one of the first to examine high school principals from a network perspective, sheds new light on the social infrastructure of urban high school principals and what this might mean for efforts at improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01