实施教学领导力的挑战:土耳其校长的见解

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ramazan Cansoy, Sedat Gümüş, Allan Walker
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引用次数: 0

摘要

有关教学领导力的国际文献日益增多,其中指出,教学领导力的实施往往因文化和环境因素而异。以往的研究表明,虽然土耳其校长表现出了一些教学领导行为,但他们往往没有实践教学领导的关键要素,如塑造教师的专业发展、目标设定、课程开发和教学监督。本研究采用定性研究方法,包括对 33 名校长进行访谈,以确定和了解阻碍土耳其实施教学领导力的主要障碍。缺乏权威、对职业的信念、工作量、社区环境、资源不足和校长能力等因素是影响教学领导力在土耳其实施和有效性的关键因素。研究结果有助于人们更广泛地了解不同文化背景下教学领导力的性质。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Challenges in implementing instructional leadership: Insights from Turkish school principals
The growing international literature on instructional leadership notes that its implementation often varies depending on cultural and contextual factors. Previous studies have indicated that while Turkish school principals demonstrate some instructional leadership behaviours, they frequently do not practice its key components such as shaping teacher professional development, goal setting, curriculum development and instructional supervision. This study used qualitative research methods, including interviews with 33 school principals, to identify and understand the major barriers hindering the implementation of instructional leadership in Türkiye. Factors such as a lack of authority, beliefs about the profession, workload, community context, inadequate resources and principal competency are key influences affecting the implementation and effectiveness of instructional leadership in Türkiye. The findings contribute to a broader understanding of the nature of instructional leadership in diverse cultural contexts.
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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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