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首页> 外文期刊>The International Journal of Educational Management >Professional norms guiding school principals' pedagogical leadership
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Professional norms guiding school principals' pedagogical leadership

机译：指导学校校长教学领导的专业规范

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Purpose - The purpose of this paper is to identify and analyze the professional norms surrounding school development, with a special emphasis on school principals' pedagogical leadership. Design/methodology/approach - A norm perspective is used to identify possible links between legal norms, professional norms, and actions. The findings are based on answers given by 974 school principals in a web-based questionnaire. The design of the study and the findings are structured around three questions used to identify professional norms: what tasks principals prioritize as pedagogical leaders, where the external expectations on principals are derived from, and with whom school principals communicate regarding issues related to their pedagogical leadership. Findings - The most evident professional norms identified in this study are that principals should: be present and close to the teaching and learning processes; involve teachers in quality development; enhance the development of formative assessments; engage in teacher development; develop the internal organization of the school to promote learning. Originality/value - The norm perspective and the findings of this study could be used by principals, principal trainers, and researchers to reflect on pedagogical leadership in different contexts. A challenge for principals is to become aware of the professional norms that guide them, and to close the gap between their "desirable" norms and their actions. Action alternatives and professional norms become visible through discussions emanating from questions about what leaders do, how they do so and why they do what they do, which is a way to strengthen both the profession and the individual principals.
机译：目的-本文的目的是确定和分析围绕学校发展的专业规范，特别强调学校校长的教学领导力。设计/方法/方法-规范视角用于识别法律规范，专业规范和行动之间的可能联系。调查结果基于974名学校校长在基于网络的调查问卷中给出的答案。研究的设计和调查结果围绕三个用于确定专业规范的问题而构建：校长将哪些任务优先分配给教学领导者，对校长的外部期望来自何处以及校长与谁就与其教学领导力相关的问题进行沟通。调查结果-本研究确定的最明显的专业准则是：校长应：在场并靠近教学过程；让教师参与素质发展；促进形成性评估的发展；从事教师发展；发展学校的内部组织以促进学习。原创性/价值-校长，校长培训者和研究人员可以使用规范的观点和研究结果来反思不同背景下的教学领导力。校长面临的一个挑战是要意识到指导他们的专业规范，并缩小其“理想”规范与行为之间的差距。通过关于领导者做什么，如何做以及为什么做自己的问题的讨论，可以看到行动选择和专业规范，这是加强专业和个人原则的一种方式。

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