芬兰教师对学校领导小组实践的看法与学校合作发展之间的相互关系

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Lauri Heikonen, Raisa Ahtiainen
{"title":"芬兰教师对学校领导小组实践的看法与学校合作发展之间的相互关系","authors":"Lauri Heikonen, Raisa Ahtiainen","doi":"10.1177/17411432241268987","DOIUrl":null,"url":null,"abstract":"This study contributes to research on collective forms of leadership by exploring the interrelations between Finnish comprehensive schoolteachers’ perceptions of school leadership group's leadership practices and collaborative school development. The study was conducted in small and middle size municipalities ( N = 16) in Southern Finland. The results from a survey data ( N = 1030) showed that teachers who perceived their school's leadership group as acting coherently in line with shared values, also considered that there are clear goals for school development and practices for assessing the attainment of those goals. Teachers’ perceptions of participative leadership group practices were positively associated with perceiving a conversational environment and students’ engagement in school development work. Teachers having experience of working in the leadership group showed a stronger sense of shared responsibility for school development compared to teachers with no such experience. Overall, the study highlights the role of coherent and participative leadership practices of school leadership groups. Thus, school principals need to be trained and supported in organizing their leadership structures to enhance collaborative efforts of school development. As one of the first quantitative studies focusing on leadership groups, this article offers instruments for future research and informs policy about school leadership structures.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Interrelations between teachers’ perceptions of school leadership group practices and collaborative school development in Finland\",\"authors\":\"Lauri Heikonen, Raisa Ahtiainen\",\"doi\":\"10.1177/17411432241268987\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study contributes to research on collective forms of leadership by exploring the interrelations between Finnish comprehensive schoolteachers’ perceptions of school leadership group's leadership practices and collaborative school development. The study was conducted in small and middle size municipalities ( N = 16) in Southern Finland. The results from a survey data ( N = 1030) showed that teachers who perceived their school's leadership group as acting coherently in line with shared values, also considered that there are clear goals for school development and practices for assessing the attainment of those goals. Teachers’ perceptions of participative leadership group practices were positively associated with perceiving a conversational environment and students’ engagement in school development work. Teachers having experience of working in the leadership group showed a stronger sense of shared responsibility for school development compared to teachers with no such experience. Overall, the study highlights the role of coherent and participative leadership practices of school leadership groups. Thus, school principals need to be trained and supported in organizing their leadership structures to enhance collaborative efforts of school development. As one of the first quantitative studies focusing on leadership groups, this article offers instruments for future research and informs policy about school leadership structures.\",\"PeriodicalId\":47885,\"journal\":{\"name\":\"Educational Management Administration & Leadership\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-08-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Management Administration & Leadership\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/17411432241268987\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Management Administration & Leadership","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/17411432241268987","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

本研究通过探讨芬兰综合学校教师对学校领导小组领导实践的看法与学校合作发展之间的相互关系,为集体领导形式的研究做出了贡献。研究在芬兰南部的中小城市(16 个)进行。调查数据(1030 人)结果显示,认为学校领导班子按照共同价值观一致行动的教师,还认为学校有明确的发展目标和评估这些目标实现情况的做法。教师对领导小组参与性实践的看法与对话环境和学生对学校发展工作的参与度呈正相关。与没有领导小组工作经验的教师相比,有过领导小组工作经验的教师对学校发展的共同责任感更强。总之,这项研究强调了学校领导小组的一致性和参与性领导实践的作用。因此,需要对校长进行培训,并支持他们组织领导结构,以加强学校发展的协作努力。作为首批关注领导小组的定量研究之一,本文为未来的研究提供了工具,并为学校领导结构的政策提供了参考。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Interrelations between teachers’ perceptions of school leadership group practices and collaborative school development in Finland
This study contributes to research on collective forms of leadership by exploring the interrelations between Finnish comprehensive schoolteachers’ perceptions of school leadership group's leadership practices and collaborative school development. The study was conducted in small and middle size municipalities ( N = 16) in Southern Finland. The results from a survey data ( N = 1030) showed that teachers who perceived their school's leadership group as acting coherently in line with shared values, also considered that there are clear goals for school development and practices for assessing the attainment of those goals. Teachers’ perceptions of participative leadership group practices were positively associated with perceiving a conversational environment and students’ engagement in school development work. Teachers having experience of working in the leadership group showed a stronger sense of shared responsibility for school development compared to teachers with no such experience. Overall, the study highlights the role of coherent and participative leadership practices of school leadership groups. Thus, school principals need to be trained and supported in organizing their leadership structures to enhance collaborative efforts of school development. As one of the first quantitative studies focusing on leadership groups, this article offers instruments for future research and informs policy about school leadership structures.
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
Educational Management Administration & Leadership
Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
19.40%
发文量
63
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信