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The role and role context of the Lebanese school principal: Toward a culturally grounded understanding of the principalship

机译：黎巴嫩学校校长的角色和角色背景：对校长的文化基础了解

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摘要

This study provides empirical data about the role and work context of the school principal in the Lebanon. The study applied grounded theory methods in collecting and analysing the data. The data were collected through a series of open-ended interviews with 53 secondary school principals, and focus group interviews with 8 principals from public as well as private schools. The results show that Lebanese school principals, despite a wide variety of backgrounds, share a core set of role expectations. Discussion of the results compares the role and role demands of the Lebanese school principal to what has been reported in empirical studies of principals in Western countries. While the results reveal many role similarities, it is also clear that the socio-political and cultural conditions in Lebanon shape the role and role demands of Lebanese school principalship. In contrast to their Western counterparts, principals in Lebanon: (1) give limited attention to the instructional dimension of the role; (2) assume limited responsibilities as the agent for school change and improvement; (3) adopt an authoritarian orientation in enacting the role; and (4) hold a highly idiosyncratic 'craft' conception of the work of the principal. The study's results reinforce the need for more in-depth cross-cultural comparative studies of education professionals.
机译：这项研究提供了有关黎巴嫩学校校长的角色和工作背景的经验数据。这项研究运用了扎根的理论方法来收集和分析数据。这些数据是通过对53名中学校长的一系列不限成员名额访谈以及对公立和私立学校的8名校长进行的焦点小组访谈而收集的。结果表明，尽管背景各异，但黎巴嫩学校的校长对角色的期望有共同的核心要求。对结果的讨论将黎巴嫩学校校长的角色和角色要求与西方国家校长的经验研究中所报告的进行了比较。尽管结果揭示了许多角色相似之处，但也很清楚，黎巴嫩的社会政治和文化条件影响着黎巴嫩学校校长的角色和角色要求。与西方国家的同行不同，黎巴嫩的负责人：（1）对角色的教学方面的关注有限； （2）作为学校变更和改善的代理人，承担有限的责任； （3）在扮演角色时采取专制取向； （4）对委托人的工作持有高度特殊的“工艺”概念。该研究结果加强了对教育专业人员进行更深入的跨文化比较研究的需要。

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