Clipped Wings: School Leaders' Identities in ICT-Enriched Education Landscapes--A Narrative Inquiry

Autor/in	Reyes, Vicente Chua, Jr.
Titel	Clipped Wings: School Leaders' Identities in ICT-Enriched Education Landscapes--A Narrative Inquiry
Quelle	In: Educational Management Administration & Leadership, 49 (2021) 5, S.807-823 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reyes, Vicente Chua, Jr.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143220918257
Schlagwörter	Educational Change; Identification (Psychology); Principals; Self Concept; Elementary Schools; Secondary Schools; Technology Integration; Computer Uses in Education; Foreign Countries; Leadership; Personal Narratives; Singapore + Suchen Sie Ihr Suchwort? Bildungsreform; Principal; Schulleiter; Selbstkonzept; Elementary school; Grundschule; Volksschule; Sekundarschule; Computernutzung; Ausland; Führung; Führungsposition; Erlebniserzählung; Singapur
Abstract	This qualitative research inquiry explores how school leaders shape their identities while navigating incessant and seemingly endless school transformations. The central questions addressed are the following: how do school leaders make sense of their identities in rapid periods of reform? And how do they view themselves in new educational landscapes? An exploratory case study of four target schools that took part in policy reform initiatives directed at the ubiquitous use of Information Communication and Technology was undertaken for this inquiry. Using narrative inquiry as an analytical frame for the focus group discussions interviews and field notes, this inquiry investigates and builds emerging explanations to school leaders' sense-making in periods of reform. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01