Pathways to the School Principalship: An International Scoping Review

Autor/inn/en	Montecinos, Carmen; Galdames, Sergio; Flessa, Joseph; Valenzuela, Juan Pablo
Titel	Pathways to the School Principalship: An International Scoping Review
Quelle	In: Educational Management Administration & Leadership, 50 (2022) 2, S.285-306 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Montecinos, Carmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/17411432211065341
Schlagwörter	Principals; Administrator Education; Disproportionate Representation; Females; Minority Groups; Supply and Demand; Labor Market; Career Development; Individual Characteristics; Educational Policy; Foreign Countries; Educational Administration; Occupational Aspiration; Career Choice; Teachers; Middle Management; Leadership Training; Credentials + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Weibliches Geschlecht; Ethnische Minderheit; Bedarfsplanung; Labour market; Arbeitsmarkt; Berufsentwicklung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Politics of education; Bildungspolitik; Ausland; Bildungsverwaltung; Schuladministration; Schulverwaltung; Berufsneigung; Berufsziel; Lehrer; Lehrerin; Lehrende; Mittlere Führungskraft; Führungslehre; Studienbuch
Abstract	This scoping review of the international literature published over the last 50 years in educational leadership and management journals provides a thematic exploration of factors influencing pathways at the pre-entry stage of a principal's career. Findings from a thematic analysis of 68 publications show that attention to prospective principals increased after the year 2000 and this was driven by four main concerns: underrepresentation of women and ethnic minorities, principal supply and demand, the principalship as a school improvement lever, and the expansion of leadership posts in schools. Selected articles addressed three dimensions of the pathways before a person is first appointed to this post: (a) micro (individual's agency), (b) meso (preparation of prospective principals), and (c) macro (policies shaping access to the post). Across time and countries, pathways to the principalship are resourced by individuals' professional orientations and by contextual factors, formal pre-service preparation may be desirable but not always available or required, and policies frame a conceptualisation of the principalship that shapes the two previous dimensions. The internationalization of research on pathways to the principalship has brought to the forefront normative assumptions that should be critically challenged when considering how to recruit, develop, and support prospective school principals. (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