Middle Leaders Translating Knowledge about Improvement: Making Change in the School and Preschool Organisation

Autor/inn/en	Nehez, Jaana; Blossing, Ulf; Gyllander Torkildsen, Lisbeth; Lander, Rolf; Olin, Anette
Titel	Middle Leaders Translating Knowledge about Improvement: Making Change in the School and Preschool Organisation
Quelle	In: Journal of Educational Change, 23 (2022) 3, S.315-341 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nehez, Jaana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1573-1812
DOI	10.1007/s10833-021-09418-2
Schlagwörter	Middle Management; Organizational Development; Public Schools; Educational Improvement; Leadership Training; Principals; Early Childhood Teachers; Early Childhood Education; Elementary School Teachers; Secondary School Teachers; Educational Needs; Teacher Attitudes; Professionalism; Educational Change; Leadership Role; Teacher Participation; Data Interpretation; Translation + Suchen Sie Ihr Suchwort? Mittlere Führungskraft; Organisationsentwicklung; Public school; Öffentliche Schule; Teaching improvement; Unterrichtsentwicklung; Führungslehre; Principal; Schulleiter; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Education; Elementary school; Grundschule; Volksschule; Educational need; Bildungsbedarf; Lehrerverhalten; Professionalität; Bildungsreform; Data evaluation; Datenauswertung
Abstract	This article deepens the knowledge of middle leaders' impact on school improvement and organisation development. More precisely, it focuses on how middle leaders from comprehensive schools and preschools translated improvement strategies and tools from a municipal course on leading school improvement into their own organisations. It is based on interviews with middle leaders, teachers, and principals at two schools and two preschools. Translation theory is used as a theoretical frame. The findings show that the middle leaders translated improvement strategies based on local needs, and for several reasons: for clarification and reduction of roles and improvement areas; structuring improvement work; engaging and involving colleagues in school improvement; and developing a professional culture. When taking the role of translators, the middle leaders became central to progressing the developmental elements of local school organisations. The study recommends investing to provide middle leaders with improvement strategies and an understanding of translation theory to enable translations that aid the development of school organisations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01