Collaborative Educational Leadership: The Emergence of Human Interactional Sense-Making Process as a Complex System

Jäppinen, Aini-Kristiina

doi:10.29173/cmplct22978

Cited by 11 publications

(10 citation statements)

References 49 publications

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“…Collective leadership: Turbulent realities and constant changes are so demanding in educational contexts that it is no longer possible for individuals to exercise leadership on their own (Jäppinen 2014;Weick and Sutcliffe 2007). Indeed, our findings imply that the era of individually-based leadership is over.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Thus, in the present chapter, we shall contribute to discussion on reforming teacher education by focusing on leadership practices in one Finnish teacher education department which has successfully transformed its practices. Conducted within the framework of a subject-centered socio-cultural approach (Eteläpelto et al 2013;2014), the study reported here elaborated pitfalls and insights applicable to moving teacher education in a more innovative and collaborative direction. The focus was on a group of four teacher education leaders who were striving to build shared leadership practices, and thus to develop teacher education practices and culture.…”

Section: Introduction: Importance Of Leadership In Teacher Educationmentioning

confidence: 99%

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Collective Agency-Promoting Leadership in Finnish Teacher Education

Hökkä

Rautiainen

Silander³

et al. 2018

International Research, Policy and Practice in Teacher Education

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Globally, there is a political and social consensus that teacher education is a key priority for the 21 st century. However, studies have so far paid little attention to a crucial issue, namely leadership in teacher education. This chapter contributes to discussion on transforming teacher education practices by focusing on leadership practices in a particular Finnish teacher education department. Adopting a subject-centered sociocultural approach, we elaborate the main challenges, insights, and lessons learned, as perceived by the four leaders of the department, in efforts to move towards more innovative and collaborative practices. We argue that teacher education leaders

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introduction: Importance Of Leadership In Teacher Educationmentioning

confidence: 99%

Collective Agency-Promoting Leadership in Finnish Teacher Education

Hökkä

Rautiainen

Silander³

et al. 2018

International Research, Policy and Practice in Teacher Education

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“…Eğitim yöneticileri, Çanakkale İl Milli Eğitim Müdürlüğünde risklerin etkili yönetilmesi, dönüşüm veya oluşum için ölçüte dayalı personel seçiminin ve ölçüte dayalı bir performans değerlendirme ve ödüllendirme sisteminin uygulanması için her fırsatta üst makamlara görüşlerini ilettikleri anlaşılmaktadır. Nitekim Jäppinen (2014), eğitim örgütlerinin sosyal bir sistem olarak holistik bir bakış açısıyla ele alınmasını ve oluşum sürecinde takım halinde karar vermenin önemli olduğunu ortaya koymaktadır.…”

Section: Sonuç Tartışma Ve öNerilerunclassified

“…Şöyle ki liderlik, değerleri eyleme, vizyonları gerçekliğe, engelleri yeniliklere, ayrılıkları dayanışmaya ve riskleri ödüllere dönüştürme süreci olarak görülmektedir. Bu nedenle liderler, önemli başarıların elde edilmesi için fırsatlar ve örgüt içinde uygun iklimler yaratan kişilerdir (Kouzes & Posner, 2012, s.2 bilimlerinde araştırıldığı yapılmış çok sayıda çalışma (Da'as, Schechter & Qadach, 2018;Fenwick, 2009;Fidan & Balcı, 2017;Gilstrap, 2005;Jäppinen, 2014;Marion & Uhl-Bien, 2001;McClellan, 2010;Ng, 2013;Osberg, 2005;Osborn & Hunt, 2007;Schneider & Somers, 2006;Svyantek & Brown, 2000) bulunmaktadır. En basit şekliyle karmaşıklık kuramı, fiziksel ve sosyal olguları basit nedensonuç ilişkisiyle açıklayan, linear (doğrusal) ve mekânistik dünya görüşüne karşıdır.…”

Section: Introductionunclassified

Eği̇ti̇m Kurumlarinda Orta Düzey Yöneti̇ci̇leri̇n Karmaşiklik Kurami Bağlaminda Ri̇skleri̇n Yöneti̇mi̇ Konusundaki̇ Görüşleri̇

Maya¹

2019

TurkishStudies

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Turkish Studies -Educational SciencesVolume 14 Issue 4, 2019 yöneticilerinin, eğitim kurumlarının yönetiminde çok farklı risklerle ve karmaşıklık durumlarıyla karşılaştıkları, risklerin ve karmaşıklık durumlarının çözümünde genel olarak çağdaş yönetim yaklaşımları çerçevesinde stratejiler belirledikleridir. Eğitim yöneticilerinin kurumda planlama, uygulama ve denetim boyutlarında en önemli gördükleri riskler ise, değişime direnç içeren davranışlar, iletişim eksikliği, yeterli ve nitelikli personel eksikliğidir. Ek olarak, karar verme işlerine uzman olmayan kişilerin karışması ve yerel basının baskıcı davranışları diğer risklerdir. Orta düzey eğitim yöneticilerinin, eğitim kurumunda risklerin etkili olarak yönetilebilmesi için tüm paydaşların karar almada söz sahibi olmasını sağlama, açık iletişim, risk analizlerini içeren ön çalışmalar yapma, belirsizlik yönetimi için SWOT (GZFT) analizi, hedefleri açık olarak belirleme ve yeni çözüm yollarına başvurma stratejilerini seçtikleri görülmektedir. Ne var ki, orta düzey eğitim yöneticilerinin risklerin belirlenmesi, risk önceliklendirmesi, risk değerlendirmesi veya risk programı yapmadıkları anlaşılmaktadır. Bu nedenle, yöneticilerin risk yönetimi süreçlerine ve risklerin yönetimi yöntemlerine ilişkin bilgi düzeyleri yetersizdir. ABSTRACTThe twentieth century and the global age necessitate educational institutions to cope with complexities and various risks. This study is based on the thought that the leaders of complex systems manage the existing risks and create the future instead of controlling the future. For this reason, it aims to identify the risks mid-level educational managers encounter in the context of complexity theory and to determine the methods they use in the case of those risks. The study uses the interview method-one of the qualitative research methods. The study group was composed of ten educational managers working in Çanakkale Province Directorate of National Education in 2017-2018 academic year. All of the participants except for one were male. They had seniority between 5 and 20 years. An interview form of ten openended questions developed by the researcher was used in data collection. Relevant literature containing scientific publications on risk management, complexity theory and leadership was reviewed in developing the interview form. The lecturers in Çanakkale Onsekiz Mart University were consulted for expert opinion in relation to the interview form. In consequence, the form was given the final shape. Inductive analysis technique, a type of content analysis, was used in analysing the data. First, the data were put to writing in accordance with the purpose and the sub-problems of the research. Then, the data were divided into themes according to the sub-problems.A result obtained in this study was that the mid-level educational managers encountered diverse risks and complexities and that they

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“…In recent years, especially, research has been conducted about what school leaders do or how they look upon and describe their practice (Carraway & Young, 2015;Coburn, 2005;Jäppinen, 2014;Morison, 2010;Nilsson, 2015;Rigby, 2015). Our article forms one contribution to understanding how leaders interpret the assignment and the chances and conditions of doing a good job, within process and practice-based research.…”

Section: Introductionmentioning

confidence: 98%

Making Sense of Assignment

Augustinsson

Ericsson

Nilsson³

2018

NJCIE

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The primary aim of this paper is to narrow down the description of how school leaders interpret the assign-ment (the task) and identify the markers for how they look upon the conditions of doing a good job in Sweden. The aim is in the context of practice-based and process-oriented research. We use complexity and complexity theories to frame the emerging practice of leading and organizing. This is in contrast to techno-cratic homogenization—that is, law texts, steering documents, documentation, standardized methods, plan-ning, and ceremonies. A questionnaire was conducted with three open questions (n=363 out of a possible 548 participants) and four focus groups (n=21). Complexity, dilemmas, and inconsistency emerge in the respondents’ answers the closer they are to everyday action. The results show that complexity theories put focus on a conflict between the image of schools as complicated and complex. Complicated is accompanied by generalizing and weak contextualizing of control systems, standardized methods, planning, law texts, and evidence-based education—that is, the concept of technocratic homogenization. Complexity theories emphasize the life in organizations, everyday practice as leaders, and a conflict between weak and robust contextualizing from the perspective as practice-based and process-oriented research.

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Collaborative Educational Leadership: The Emergence of Human Interactional Sense-Making Process as a Complex System

Abstract: Abstract

Cited by 11 publications

References 49 publications

Collective Agency-Promoting Leadership in Finnish Teacher Education

Collective Agency-Promoting Leadership in Finnish Teacher Education

Eği̇ti̇m Kurumlarinda Orta Düzey Yöneti̇ci̇leri̇n Karmaşiklik Kurami Bağlaminda Ri̇skleri̇n Yöneti̇mi̇ Konusundaki̇ Görüşleri̇

Making Sense of Assignment

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