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首页> 外文学位 >Transformational Leadership in an Era of Educational Reform Mandates: High School Principals' Reliance on Informal Teacher Leaders to Respond to Building-Level Reform Mandates.
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Transformational Leadership in an Era of Educational Reform Mandates: High School Principals' Reliance on Informal Teacher Leaders to Respond to Building-Level Reform Mandates.

机译：教育改革授权时代的变革型领导：高中校长依靠非正式的老师领导来响应建筑改革授权。

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摘要

This study explored reports of public high school principals regarding how they incorporated the efforts of informal teacher leaders to respond to building level school reform mandates. The problem persists that despite the multiple, sometimes ineffective reform efforts that teachers have endured since the publication of the landmark 1983 Nation at Risk report, many more school reform mandates have been enacted to solve perceived shortcomings in the United States' educational system. The reform mandates from district, state, and federal levels have changed the expectations and accountability standards for schools causing principals to seek new ways to meet their myriad responsibilities, while implementing and sustaining new changes.;Two research questions were adopted to study the problem based on the Bass and Riggio (2006) model of transformational leadership. The first was: What do high school principals report regarding their reliance on individualized consideration to influence informal teacher leaders to respond to building level school reform mandates? The second was: What do high school principals report regarding their reliance on intellectual stimulation to influence informal teacher leaders to respond to building level school reform mandates?;The researcher incorporated intensive, one-on-one interviews of ten highly regarded high school principals as the primary research method in this exploratory qualitative study. Using an open-coding method to examine the transcripts, the researcher organized data by emergent themes to convey the findings. Based on the findings, a principal's successful reliance on individualized consideration to implement reform mandates was based on developing positive relationships, communicating and listening well, and providing appropriate resources for faculty. A principal's successful reliance on intellectual stimulation was based on establishing a power structure between principal and teachers that encourages teaming practices, expands teacher-directed professional learning, develops a culture of trust, and provides opportunities for teacher leadership. The conclusions may be viewed as plausible hypotheses to guide further research into solving high school principals' dilemmas of finding additional time and resources to implement and sustain reform mandates in their buildings.
机译：这项研究探索了公立高中校长关于他们如何结合非正式教师领袖的努力以应对建筑学校改革要求的报告。问题仍然存在，尽管自具有里程碑意义的1983年《处于险境的国家》报告发布以来，教师们进行了多次，有时无效的改革努力，但仍颁布了更多的学校改革指令来解决美国教育体系中的明显缺陷。地区，州和联邦各级的改革要求改变了对学校的期望和责任标准，导致校长寻求新方法来履行其职责，同时实施并维持新的变革。；采用了两个研究问题来研究基于问题的基础Bass and Riggio（2006）的变革型领导模型。第一个是：高中校长关于依靠个人化考虑影响非正式教师领袖对建筑学校改革任务做出反应的报告如何？第二个是：高中校长关于依靠智力刺激来影响非正式教师领袖以响应建筑水平学校改革任务的报告是什么？;研究人员对十名被高度评价的高中校长进行了密集的一对一访谈该探索性定性研究的主要研究方法。研究人员使用开放编码方法检查成绩单，并按紧急主题整理数据以传达调查结果。根据调查结果，校长成功地依靠个性化考虑来实施改革任务是建立在积极的关系，良好的沟通和倾听以及为教师提供适当资源的基础上。校长成功依靠智力刺激的基础是在校长和教师之间建立一种权力结构，该结构鼓励团队合作，扩大以教师为导向的专业学习，建立信任文化并为教师提供领导机会。这些结论可能被视为合理的假设，可以指导进一步的研究解决高中校长在寻找更多时间和资源以执行和维持其建筑物中的改革要求方面的难题。

著录项

  • 作者

    Orkin, Mitchell.;

  • 作者单位

    University of Hartford.;

  • 授予单位 University of Hartford.;
  • 学科 Education Leadership.
  • 学位 Ed.D.
  • 年度 2014
  • 页码 136 p.
  • 总页数 136
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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