Addressing the 'Leadership Conundrum' through a Mixed Methods Study of School Leadership for Literacy

Autor/inn/en	Taylor, Nick; Wills, Gabrielle; Hoadley, Ursula
Titel	Addressing the 'Leadership Conundrum' through a Mixed Methods Study of School Leadership for Literacy
Quelle	In: Research in Comparative and International Education, 14 (2019) 1, S.30-53 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499919828928
Schlagwörter	Leadership Role; Literacy; Barriers; Elementary Schools; Foreign Countries; Academic Achievement; Research Methodology; Reading Instruction; Instructional Leadership; Reading Skills; Principals; Assistant Principals; Elementary School Teachers; Evaluation Methods; Correlation; Knowledge Level; South Africa + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Elementary school; Grundschule; Volksschule; Ausland; Schulleistung; Research method; Forschungsmethode; Leseunterricht; Instruction; Leadership; Bildung; Erziehung; Führung; Reading skill; Lesefertigkeit; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Korrelation; Wissensbasis; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper explores methodological insights from a mixed methods study that aims to understand how school leaders promote literacy development in their schools. The study findings consider both the complementarities and the challenges of the qualitative and quantitative approaches to measuring leadership practices and their linkages with learning across schools. We begin by identifying a conundrum in school leadership and management (SLM) research -- strong effects found in qualitative studies and weaker effects in quantitative studies. From the literature we identify some of the central challenges that account for these differences. We then show how these challenges were and were not addressed in the mixed method research we conducted in an SLM study of South African primary schools in challenging contexts. We consider why the central aim of the study -- to develop a scalable instrument for measuring SLM -- remains elusive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01