Leadership In Contested Circumstances: Towards A Dynamic Understanding Of Improving Schools And Schooling  

Oleh:

Busher, Hugh

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Management in Education vol. 16 no. 2 (2002), page 18-22.
Fulltext: 18.pdf (50.39KB)

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At the core of educational organisations are learning and teaching, however strongly contested the values are about what makes for effective working in these processes. The sites for learning and teaching (loosely referred to as ‘classrooms’ here) are led and managed by teachers. Apart from being well organised and knowledgeable when working with 20-40 other people at a time in a classroom (especially young people who are still seeking their adult self-identities), teachers also have to lead or teach them.They have to inspire them, have a vision /enthusiasm for the work that they are undertaking – whatever the academic discipline it represents – and create a particular culture with the students in their classrooms that encourages and supports learning. Each student in their classrooms must be treated as people as well as learners. Frost et al (2000) perceive improvement in learning and teaching depending, then, on an acknowledgement of teachers’ roles as leaders, which they describe as distributed leadership.

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