匈牙利学校中层管理人员角色行为的组织背景

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2024-02-27 DOI:10.1080/13632434.2024.2318435

Márta Héreginé Nagy, Sándor Lénárd, László Horváth, Nóra Rapos

引用次数: 0

摘要

越来越多的证据表明，学校运作的有效性不是由单一的领导者决定的，而是由领导者群体决定的。中层管理者可以在正式的岗位上协调工作流程，也可以在非正式的岗位上协调工作流程...

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

The organisational context of middle management role behaviour in Hungarian schools

Growing evidence suggests that the effectiveness of a school’s operations is determined not by a single leader, but by a community of leaders. Middle managers can coordinate processes in formal pos...

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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.