Clones, drones and dragons: ongoing uncertainties around school leader development

Walker, Allan David

doi:10.1080/13632434.2015.1041488

Cited by 22 publications

(14 citation statements)

References 59 publications

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“…This may also entail more discriminatory funding to equalize offerings in more disadvantaged provinces and areas. This fits with established arguments that the planning and delivery of effective leadership development programmes are best derived from the local context (Hallinger, 2003b; Walker, 2011). Thus, detailed directives from the top may not make sense for sustainable principal development in China.…”

Section: Discussion: Double-edged Role Of Strong State In Principal Developmentsupporting

confidence: 80%

“…The importance of principals and principal development to successful educational reform and school improvement has been established internationally (Darling-Hammond et al, 2010; Hallinger and Heck, 1996; Pont et al, 2008). In the Asia-Pacific region, principals are seen as critical for effective policy implementation and the achievement of external accountability goals (Hallinger et al, 2005; Walker, 2011). Across the region, policymakers openly acknowledge that successful reform implementation within a complex, unpredictable environment calls for principals with greater knowledge, understanding and expertise than was previously necessary (Hallinger, 2003a).…”

Section: Introductionmentioning

confidence: 99%

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Change and Continuity

Zheng¹,

Walker²,

Chen³

2013

Educational Management Administration & Leadership

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This article analyses the continuities and changes in principal development in mainland China over the past two decades by assessing the role of the state in shaping principal development over this period. The article outlines and analyses the 14 key policies that have shaped the practice of principal development. The main changes identified include formal recognition of the need for and potential of principal development to effect change in schools; growth in the number and background of training providers; and shifts in the stated purpose, content, curriculum and pedagogy of principal development programmes. The 'continuities' are the enduring power of the state in shaping the ideology that dominates principal development, such as framing it as both a national obligation and a right. We argue that the state has maintained a strong role in shaping principal development in mainland China over the last two decades, but at the same time, has (at least rhetorically) sought to promote increased school autonomy and build more effective schools. This indicates that principal development stands at an important juncture in China.

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Section: Discussion: Double-edged Role Of Strong State In Principal Developmentsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Change and Continuity

Zheng¹,

Walker²,

Chen³

2013

Educational Management Administration & Leadership

Self Cite

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“…More broadly, collaborative learning in the workplace requires support and trust, as well as accountability. The task of developing the leadership skills needed to create a productive environment for teacher learning challenges our existing approaches to school leadership development (Gareis & Tschannen-Moran, 2005; Versland, 2009; Walker, 2015).…”

Section: Discussionmentioning

confidence: 99%

Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model

Liu

Hallinger

2018

Educational Administration Quarterly

213

171

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Background: Empirical evidence increasingly suggests that leadership which motivates, supports, and sustains the professional learning of teachers has a knock-on effect for both student learning and school improvement. The current study was conducted in China, where the workplace learning of teachers is embedded in a strong tradition of school-based, teacher learning practices such as the Master Teacher-Apprentice Bond and Teacher Research Groups. Purpose: The study investigated a mediated-effects model of principal instructional leadership and teacher learning. The model proposed principal time management skills and self-efficacy as antecedents of instructional leadership and teacher self-efficacy as a mediator of principal instructional leadership effects on the professional learning of teachers. Method: Survey data were collected from 3,414 teachers and 186 principals in 186 middle schools in Qingdao, China. Confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the multisource data. Results: The research confirmed a partial mediation model

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“…Dette har også ført med seg diskusjonar om korleis ei slik leiarutdanning skal byggjast opp, og kva som er viktige komponentar i utdanninga (Simkins, 2012). Walker (2015) understrekar at utdanninga må møte eit kontinuerlig behov for skoleleiarar som er dyktige og utviser høg kvalitet som leiarar, og bygge autentiske leiarar med djup forståing av lokalsamfunnet og av seg sjølv som leiar.…”

Section: Abstract: National School Leadership Program Leadership Teunclassified

Utdanna skoleleiar – nye spenningar?

Abrahamsen¹,

Syse²,

Øydvin³

2016

ADNO

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This study aims at increasing our knowledge about the national school leadership program in Norway by investigating how school leaders describe new tensions they experience in their day-to-day practices after they have finished the program. Through analyses of focus group interviews and e-mail interviews with previous school leader students, three areas of tension are identified. These tensions are in this article described as balancing exercises. The first balancing exercise is situated between expectations and new demands, the second one is described as balancing between being close to and being distant from the teachers, and the third balancing exercise focuses on the situation where some

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Clones, drones and dragons: ongoing uncertainties around school leader development

Cited by 22 publications

References 59 publications

Change and Continuity

Change and Continuity

Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model

Utdanna skoleleiar – nye spenningar?

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