英格兰留学termpaper 变革型领导模式在学校的有效性 [3]
论文作者:jessica论文属性:学期论文 termpaper登出时间:2014-11-12编辑:jessica点击率:7125
论文字数:4004论文编号:org201411101601467685语种:英语 English地区:英格兰价格:免费论文
关键词:转变transform领导leadership学校school效果effective
摘要:改革型的领导模式在学校是否会有很好的效果呢?随着社会的发展,学校的领导风格又该会是什么样的呢?转变型的领导模式如何应用到学校中去呢?
t of the school, which fosters unity of purpose. He points out that there are two aspects to leadership – the first is the policy that one size fits all while on the other hand, is the claim that because each institution is unique and different, it cannot learn from the experiences of another institution. This principle may be fallacious and school leadership may need to adopt a policy of adapt practices that have been proven to be effective elsewhere and incorporate it within the specific context of their own schools. On this basis, he has suggested policy that school leadership must include both the distinctive and inclusive context of the school. This implies that (a) the context of the school must be embraced in its entirety before any practices proven elsewhere can be incorporated and (b) the particular mix of skills required in school leadership will differ from one context to the other.
The contingency model of leadership specifically stipulates that in terms of its contextual variables, each school is unique. Although the homogeneity associated with globalisation tend to produce an assumption that a uniform leadership style may successfully be applied to all schools, this perception may not be strictly correct. Rather, as Dimmock and Walker have suggested, policies and practices should not be imported without “due consideration of cultural and contextual appropriateness” (Dimmock and Walker, 2000:144). Furthermore, Dimmer and Walker (2005) point out that globalization has produced phenomena such as distance education, which has produced an ethnocentric view of educational leadership issues, centred upon issues that are relevant in the US and the UK. But with the globalization of education, indicated that there may be a need to develop a cross cultural, international perspective of educational leadership and management.
Another model proposed for educational leadership is the Leadership for Learning model, which is based upon a set of well defined principles that can be used to guide schools, their leaders and school districts in achieving high performance standards and sustaining learning (www.cebe.us) The basic principles associated with this model are as follows: (a) a focus on learning, i.e., learning is personalized and occurs in multiple contexts (b) creates setting to promote learning, i.e., providing multiple opportunities for learning and reflections on its nature (c) shares leadership, i.e., invites participation in leadership (d) promotes explicit conversations about leadership and learning, i.e., strengthening the relationship between the two and (e) incorporates mutual accountability, i.e., involving all stakeholders in making judgments about practice and outcomes.
The transformational approach applied in schools:
Barnett et al (2001) carried out a study in several state secondary schools in Wales, in which they investigated the relationship that existed between the transactional versus the transformational styles of leadership of the principals, taking into account the school outcomes as well as the school learning culture. The findings in this study suggested that contrary to what was expected, teacher outcomes such as satisfaction, extra effort and the perception of leader effectiveness were not positive where transformational leadership style were concerned. Rather, transformational leadership behaviour on the part of the principal
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