The Leader-Self: Two New Zealand Principals Respond to Social Justice Issues

Autor/in	Robertson, Sylvia
Titel	The Leader-Self: Two New Zealand Principals Respond to Social Justice Issues
Quelle	In: International Journal of Leadership in Education, 26 (2023) 5, S.904-918 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robertson, Sylvia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2021.1922756
Schlagwörter	Foreign Countries; Beginning Principals; Social Justice; Instructional Leadership; Administrator Attitudes; Values; Caring; Student Behavior; Academic Achievement; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Soziale Gerechtigkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Wertbegriff; Care; Pflege; Sorge; Betreuung; Student behaviour; Schülerverhalten; Schulleistung; Neuseeland
Abstract	Leading change that promotes social justice requires courage and conviction. Drawing on identity theory, insights from a New Zealand case study show how two principals found their leadership identity challenged as they resolved issues arising from social disadvantage. The programs they developed to enhance pastoral care, behavior management, and academic achievements were underpinned by a clearly articulated set of values aligned with the principals' values. Findings suggest a focus on intrapersonal factors may be important for leadership preparation and practice. A model is proposed to support critical reflection of personal responses to challenges in leadership practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01