From Administering to Leading a School: Challenges in German-Speaking Countries

Autor/in	Schratz, Michael
Titel	From Administering to Leading a School: Challenges in German-Speaking Countries
Quelle	In: Cambridge Journal of Education, 33 (2003) 3, S.395-416 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
Schlagwörter	Leadership; Educational Change; German; Foreign Countries; Faculty Development; Educational Improvement; Administrators; Austria; Germany; Switzerland + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Bildungsreform; Deutscher; Ausland; Teaching improvement; Unterrichtsentwicklung; Österreich; Deutschland; Schweiz
Abstract	Schools in German-speaking countries presently experience transforming changes from a managerial style of administration towards a leadership which meets contemporary challenges. This can be seen in three areas: school development, professional development and the schools' opening up towards their environment. For quite some time the relationship between "leaders" and "followers" could not be dealt with productively because of the negative connotations of the German word "Fuhrung". Nonetheless, researchers argue that leadership is an important concept in the ongoing debate. More recently leadership has gained ground in the learning school movement, since the need for reflection on the systemic relationship between actors involved in school improvement has become a constituent element. Teachers are faced with the challenge of reconceptualising their professional personal image integral to the larger whole, which is the school, and so redefining and extending their tasks within this context. As a consequence in everyday work the dimensions of "sollen" and "wollen" (duty and desire) provide a creative space for leadership activities. (Contains 6 figures and 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10