Leading in times of disruption – preparedness, problems, and possibilities part 3

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2024-03-01 DOI:10.1080/13632434.2024.2311618

Rania Sawalhi, Esther Dominique Klein, Paul Campbell

引用次数: 0

Abstract

Published in School Leadership & Management: Formerly School Organisation (Vol. 44, No. 1, 2024)

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在混乱时期发挥领导作用--准备、问题和可能性第 3 部分

发表于《学校领导与管理》：前身为《学校组织》（第 44 卷第 1 期，2024 年）

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

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.