The importance of context for leadership in education

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Gabriele Lakomski, Colin W Evers
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引用次数: 5

Abstract

The doctrine of leader centrism, supported by the concept of methodological individualism, dominates contemporary accounts of leadership in education and is generally applied as the default option that explains how organizations such as schools function. We argue that methodological individualism is not defensible and that as a result, the explanatory value of leadership is an open empirical question, not a default option. Leadership, and especially problem-solving, is always exercised under a set of constraints. Making the study of these constraints the focal point for determining leadership not only requires the resources of sciences not usually employed in leadership research, but leads to a reconceptualizing how leadership ought to be studied. In this paper we identify three broad contexts that help determine the constraint sets that define problems and their solutions. A defensible theory of educational leadership, we argue, must incorporate context as sets of constraints and develop empirical procedures to investigate context. Only after investigation is it possible to determine who or what the unit of leadership was, or whether leadership occurred at all. There are no default options.
背景对教育领导力的重要性
在方法论个人主义概念的支持下,领导中心主义学说主导了当代教育领导力的描述,通常被用作解释学校等组织如何运作的默认选项。我们认为,方法论个人主义是站不住脚的,因此,领导力的解释价值是一个开放的实证问题,而不是默认选项。领导能力,尤其是解决问题的能力,总是在一系列约束条件下进行的。将这些约束的研究作为确定领导力的焦点,不仅需要通常不用于领导力研究的科学资源,而且还需要重新定义领导力应该如何研究。在本文中,我们确定了三个广泛的上下文,这些上下文有助于确定定义问题及其解决方案的约束集。我们认为,一个站得住脚的教育领导理论必须将背景作为约束条件,并发展实证程序来调查背景。只有经过调查,才有可能确定领导是谁或什么单位,或者是否发生了领导。没有默认选项。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational Management Administration & Leadership
Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
19.40%
发文量
63
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