成功校长兼顾道德、个人和集体--挪威案例

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Hedvig Neerland Abrahamsen, Ann Elisabeth Gunnulfsen
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引用次数: 0

摘要

在过去的二十年里,人们对什么是成功的校长领导力进行了广泛的研究,其前提是领导者的实践对学校组织具有重要意义,并且取决于学校组织的具体情况。通过调查成功的校长如何平衡其个人道德领导力倾向和分享领导力的意图,本文旨在帮助人们了解校长作为学校的最高领导者需要如何平衡道德、个人和集体的关系。访谈结果表明,挪威校长领导实践特点的一个核心方面是学生的福祉以及为提高学校质量和学生学习而共同努力。挪威的成功校长们似乎相对没有意识到他们在领导实践中使用权力的问题。在确保个人和集体的努力和责任,使学校按照社会的要求运作的复杂过程中,出现了两难的局面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Successful School Principals Balancing Ethical, Personal and Collective—A Norwegian Case
Over the past two decades, there has been extensive research into what constitutes successful school principal leadership under the assumption that leaders’ practices are significant and context-dependent on their school organization. By investigating how successful principals balance their personal ethical leadership dispositions and their intention of sharing leadership, this paper aims to contribute to the knowledge of how school principals need to balance the ethical, personal, and collective as the top leader of the school. Findings from the interviews suggested that a central aspect in the Norwegian school principals’ characteristics of their leadership practices is student wellbeing and collaborative effort for school quality and student learning. Norwegian successful school principals seem to be relatively unaware of aspects of power use in their leadership practices. Dilemmas arise in the complexity of ensuring individual and collective effort and responsibility for the school to function in accordance with the societal mandate.
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来源期刊
Education Sciences
Education Sciences Social Sciences-Education
CiteScore
4.80
自引率
16.70%
发文量
770
审稿时长
11 weeks
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