Pedagogic Principal Leadership  

Oleh:

MacNeill, Neil ; Cavanagh, Robert F. ; Silcox, Steffan

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Management in Education vol. 17 no. 4 (2003), page 14-17.
Fulltext: 14.pdf (48.99KB)

Isi artikel

The effectiveness of schools in educating students is highly dependent upon the nature of leadership within the individual school. While principals are formally required to lead the school, leadership is not the sole province of the principalship. Indeed, most schools are characterised by a combination of formal and informal leadership as evidenced by teachers assuming responsibility for particular tasks and programmes. Although the leadership of schools is a complex phenomenon, the outcomes of successful school leadership are readily identifiable. These outcomes centre upon the quality of pedagogy provided by teachers and the engagement of students in learning. However, pedagogic change is difficult (Planning & Evaluation Service 2000) and, as Stigler and Hiebert (1999) noted, teachers tend to replicate the culture and pedagogy of their personal experiences at school as students. So the challenge for school leaders centres upon working with teachers to transform classroom pedagogy.

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