Dueling Roles in Dual Language Education: Exploring Leader Identity Development in Dual Language Strands

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Colleen E. Chesnut, Trish Morita-Mullaney
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引用次数: 0

Abstract

Purpose: Building on research in educational leadership, dual language leadership, and leader identity development, this study examines how principals of schools with dual language immersion (DLI) strands perceive and enact their leadership roles and identities. As DLI strands proliferate in schools and districts, this research contributes to understandings of principals’ leader identities as they implement these programs. Research Methods/Approach: We used an embedded single case study design, with the phenomenon of Indiana school leadership in DLI strands as the case and principals as the embedded units of analysis, and we conducted semistructured interviews with over 80% of Indiana DLI strand principals ( n = 26). We conceptualized this as a single case, due to the common policy context of state legislation related to DLI and school choice. Findings: The DLI strand principals described their leadership work through primarily instructional and distributed leadership dimensions, drawing upon their historic, epistemic, and political understandings of their roles. Principals draw less upon the emotional and narrative dimensions of their leader identities, which are more apparent in teacher identity literatures. Implications for Research and Practice: Principals of new DLI strands often have limited expertise related to DLI models and have not considered how their roles should accommodate leading “two schools in one.” We provide recommendations for both practitioners and researchers in leadership preparation to encourage school leaders’ deeper engagement in reflective work across the dimensions of leader identity development. We furnish a matrix of questions to guide this work.
双语教育中的角色对决:双语背景下领导者认同发展的探索
目的:本研究在教育领导、双语领导和领导认同发展研究的基础上,探讨双语浸入式学校的校长如何感知和实施他们的领导角色和认同。随着DLI链在学校和地区的扩散,这项研究有助于理解校长在实施这些计划时的领导身份。研究方法/方法:我们采用嵌入式单一案例研究设计,以印第安纳州学校领导在DLI链中的现象为案例,校长为嵌入式分析单元,我们对80%以上的印第安纳州DLI链校长进行了半结构化访谈(n = 26)。由于与DLI和学校选择相关的州立法的共同政策背景,我们将此视为单个案例。研究发现:DLI校长主要通过指导性和分布式领导维度来描述他们的领导工作,并利用他们对自己角色的历史、认知和政治理解。校长较少利用其领导身份的情感和叙事维度,这在教师身份文献中更为明显。对研究和实践的启示:新的DLI系的校长通常与DLI模型相关的专业知识有限,并且没有考虑他们的角色应该如何适应领导“两校合一”。我们为领导力准备的实践者和研究者提供建议,以鼓励学校领导者更深入地参与领导认同发展的各个维度的反思工作。我们提出了一系列问题来指导这项工作。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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