在教师短缺的背景下管理竞争需求:教师短缺对校长领导实践的影响

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Andrene J. Castro
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引用次数: 1

摘要

目的:教师短缺扰乱了学校运作的多个方面。短缺的负面影响与学生、教师、组织氛围和文化的糟糕结果有关。然而,人们很少关注短缺对校长领导活动的影响。研究方法/方法:本研究使用来自俄克拉荷马州四个学区23名校长的定性数据来描述教师短缺对校长领导实践的影响,以及校长在多大程度上改变了与教师短缺相关的领导行为。研究结果:研究结果提供了新的证据,表明教师供给、校长领导和组织功能是紧密耦合的。具体而言,校长们经历了竞争性的管理需求,因为他们报告说,短缺对组织管理、教学管理和内部关系相关任务的影响更大,而对行政和外部关系任务的影响则是间接或轻微的。启示:随着美国各地教师短缺的增加,这项研究强调了短缺对学校的累积影响,并为学校领导、政策和实践提供了启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Managing Competing Demands in a Teacher Shortage Context: The Impact of Teacher Shortages on Principal Leadership Practices
Purpose: Teacher shortages disrupt multiple aspects of school functioning. Negative effects of shortages are linked to poor outcomes for students, teachers, and organizational climate and culture. However, less attention has been paid to the impact of shortages on principals’ leadership activities. Research Methods/Approach: This study uses qualitative data from 23 principals in four Oklahoma school districts to describe the impact of teacher shortages on principals’ leadership practice and the extent to which principals alter leadership behaviors in relation to shortages. Findings: Findings offer new evidence suggesting teacher supply, principal leadership, and organizational functioning are tightly coupled. Specifically, principals experienced competing managerial demands as they reported stronger impacts of shortages on tasks associated with organizational management, instructional management, and internal relations, while indirect or minor impacts were reported for administrative and external relations tasks. Implications: As teacher shortages increase across the U.S., this study highlights the cumulative impacts of shortages on schools and offers implications for school leadership, policy, and practice.
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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