A Preliminary Study to Understand Leadership Style of Senior Teachers through Their Perceptions and Contexts in Formal Schools in Mumbai

Autor/inn/en	Saini, Seema; Goswami, Indrajit
Titel	A Preliminary Study to Understand Leadership Style of Senior Teachers through Their Perceptions and Contexts in Formal Schools in Mumbai
Quelle	In: SAGE Open, 9 (2019) 2, (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goswami, Indrajit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244019853460
Schlagwörter	Foreign Countries; Leadership Styles; Secondary Schools; Principals; Assistant Principals; Transformational Leadership; Instructional Leadership; Learner Engagement; Private Schools; Administrator Attitudes; Constructivism (Learning); India + Suchen Sie Ihr Suchwort? Ausland; Führungsstil; Sekundarschule; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Instruction; Leadership; Bildung; Erziehung; Führung; Private school; Privatschule; Indien
Abstract	Transformational leadership behaviors of school principals and vice principals may have a significant contributions to their professional commitments, including moral obligations to students and society at large. However, it is assumed that any discretion in instructional leadership activity may require substantial support from the existing administrative system and schools' context. Inadequacy of indigenous literature in the related domain makes it difficult, either to define or to understand the phenomenon and related factors. The present preliminary study was planned and conducted to explore how far senior teachers in formal schools had been able to transform learning experiences of students and to effectively engage them in the learning process, including activities. Through an interview guide, authors engaged the selected respondents in conversation and understood through their perceptions and narratives that they are mostly engaged in transactional operations. As it has been perceived by them, the existing pattern of formal education is not adequately conducive for transformational leadership activities in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01