School Leaders and a Culture of Support: Fostering Student Social Emotional Development

Autor/inn/en	Beatty, Lee; Campbell-Evans, Glenda
Titel	School Leaders and a Culture of Support: Fostering Student Social Emotional Development
Quelle	In: Issues in Educational Research, 30 (2020) 2, S.435-451 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beatty, Lee) ORCID (Campbell-Evans, Glenda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	School Role; Social Development; Emotional Development; Instructional Leadership; Teacher Role; Administrator Attitudes; Kindergarten; Elementary Secondary Education; Educational Environment; Metropolitan Areas; Foreign Countries; School Culture; Leadership Role; Student School Relationship; Teacher Attitudes; Teacher Student Relationship; Australia + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ballungsraum; Ausland; Schulkultur; Schulleben; Schüler-Lehrer-Beziehung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Australien
Abstract	The "Melbourne Declaration" (2008) set the national priorities for education with a focus on the vital role schools play in social emotional development, thus preparing students for life and citizenship. More than a decade on, there is little evidence to demonstrate how Australian schools are fostering the social emotional development of students. The purpose of this study was to interpret leaders' understandings of student social emotional development and to explore the roles and responsibilities leaders and school staff take. A small scale pilot study was designed and three in-depth interviews of leaders across a K-12 non-government metropolitan school were conducted. It was found that the leaders prioritised student social emotional development due to a strong belief in the foundational nature of this development to engagement and learning. Leaders and staff across the school work to create a culture of support to foster student social emotional development in order to optimise the conditions for learning. This key finding highlights the need to foster this aspect of student development in a school setting where learning is the primary goal. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01