Professional and organisational socialisation during leadership succession of a school principal: a narrative inquiry using visual ethnography

Creating a Teacher Collaborative Practice in a South African Primary School: The Role of the Principal

“…Certain studies were carried out in the school during the predecessor's reign and focused on sustaining an inviting culture in the school (Steyn, 2006(Steyn, , 2007, a focus on professional development of teachers (Steyn, 2009a(Steyn, , 2009b(Steyn, , 2010 and dimensions of school leadership (Steyn, 2012a(Steyn, , 2012b(Steyn, , 2013a. Other studies were done after the new principal took office in 2010 which focused on his professional and organisational socialisation (Steyn, 2013a(Steyn, , 2013b(Steyn, , 2013c.…”

The Implementation of Results-Based Management in Quebec: Between School Principals’ Optimism and Teachers’ Skepticism

“…Les premiers tendraient à être des « artisans sceptiques » et les secondes des « partisans enthousiastes » (Deniger et al 2006). Cette divergence n'est pas le résultat du hasard ; au contraire, elle se structure et se consolide par le processus de socialisation professionnelle à travers la formation et les diverses expériences que les acteurs vivent au quotidien (Evetts 2003 ;Lessard et al 2008 ;Steyn 2013). On peut ainsi, à la suite de Anderson et Herr (2015), soutenir l'hypothèse que l'introduction de la GAR dans les établissements scolaires contribue à remodeler l'identité professionnelle des enseignants et des directions puisqu'elle redéfinit leurs responsabilités et leurs rapports de pouvoir.…”

Holding the Reigns to Demonstrate the Key Features of a Teacher Learning Community in a South African School

“…Previous studies at the school revealed strong principal leadership behaviours; a sense of shared responsibility for learners' and teachers' learning; and a strong commitment to teacher collaboration (Steyn 2013a;2013b). The school was also a recipient of the Inviting School Award from the International Alliance for Invitational Education during the predecessor's time in office.…”

“…Very few studies have focused on the measures principals have taken to initiate, sustain and support collaborative learning among staff members in schools (Gaspar 2010). This study, which is a follow-up on previous studies in the school (Steyn 2013a;2013b), endeavoured to contribute to the current body of knowledge by explaining how the principal addressed the key features of teacher learning community in the school.…”