Making sense of complex relationships in the workplace: principals in action

IF 1.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Michalis Constantinides
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引用次数: 1

Abstract

ABSTRACT This article presents findings of research focused on school improvement efforts in two secondary academy schools in England, examining how principals make sense of their role, their (inter)actions within their schools, and the complexities of their relationships with their rapidly changing environment. Sensemaking serves as a foundation for thinking about leadership and organisational change, providing a framework for understanding how disruptions of existing practice, uncertainty and ambiguity lead school principals to rethink and reorganise how they perceive their role within their organisational context. Based on semi-structured interviews and document analyses, this article identifies how problem-solving capacities, trusting relationships and professional collaboration with an array of stakeholders encourage adaptation of organisational activities and support openness to change. The study contributes to the growing body of knowledge on how school leaders think and act in their roles and on how the focus on relationships transform and interact with existing norms and values.
理解工作场所的复杂关系:行动中的校长
摘要本文介绍了英国两所中学的学校改进工作研究结果,考察了校长如何理解他们的角色、他们在学校中的(相互)行为,以及他们与快速变化的环境之间关系的复杂性。感知是思考领导力和组织变革的基础,为理解现有实践的中断、不确定性和模糊性如何导致校长重新思考和重组他们在组织环境中的角色提供了一个框架。基于半结构化访谈和文件分析,本文确定了解决问题的能力、信任关系以及与一系列利益相关者的专业合作如何鼓励组织活动的适应,并支持对变革的开放。这项研究有助于了解学校领导如何在自己的角色中思考和行动,以及对关系的关注如何转变和与现有规范和价值观互动。
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
Cambridge Journal of Education
Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
4.30%
发文量
35
期刊介绍: Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.
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