Leading School Improvement through Goal-Setting: Evidence from New Zealand Schools

Autor/inn/en	Meyer, Frauke; Bendikson, Linda; Le Fevre, Deidre M.
Titel	Leading School Improvement through Goal-Setting: Evidence from New Zealand Schools
Quelle	In: Educational Management Administration & Leadership, 51 (2023) 2, S.365-383 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meyer, Frauke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143220979711
Schlagwörter	Foreign Countries; Educational Improvement; Goal Orientation; Principals; Equal Education; Administrator Attitudes; Teacher Attitudes; Academic Achievement; Problem Solving; Leadership; Responsibility; Beliefs; School Culture; Elementary Schools; High Schools; Professional Development; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Teaching improvement; Unterrichtsentwicklung; Zielorientierung; Zielvorstellung; Principal; Schulleiter; Lehrerverhalten; Schulleistung; Problemlösen; Führung; Führungsposition; Verantwortungsübernahme; Zuständigkeit; Belief; Glaube; Schulkultur; Schulleben; Elementary school; Grundschule; Volksschule; High school; Oberschule; Neuseeland
Abstract	Many studies claim the importance of goal-setting for school improvement but few outline specific practices. This study highlights specific goal-setting practices associated with successful school improvement efforts. It reports on a 2-year collaborative research project, which closely examined three principals' goal-setting practices in the context of their schools. It documents principals' and staffs' efforts to improve equity in outcomes through detailed case studies. Case studies drew on principal and teacher interview data, workshop artifacts and discussion recordings, observations, school reports and school achievement data. The in-depth case and cross-case analyses focused on micro-level leadership practices and their impact on school-wide practices. This study highlights four key leadership drivers for improvement. These include: justifying goals in ways that challenge teachers' beliefs about current achievement to raise commitment; embedding tight and rigourous monitoring practices with a focus on problem-solving and improvement; distributing responsibility and leadership; and developing the capability and collective responsibility of middle leaders. Our discussion highlights how leaders' belief systems can enable or constrain their ability to influence their schools' cultures. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01