Réflexions méthodologiques sur le leadership des femmes et des hommes en éducation

Héon, Lucie; Lapointe, Claire; Langlois, Lyse

doi:10.7202/016117ar

Cited by 7 publications

(5 citation statements)

References 8 publications

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“…Moral intensity manifests itself in improved ethical awareness, judgement structuring, a sense of responsibility, and overall professional conduct. The fact that no difference was observed between male and female participants confirms research by Langlois (1997Langlois ( , 2004 Héon et al (2007). The findings are also in agreement with those of Loe et al (2000), Héon et al (2007), and Langlois (2004), in that the differences between the profiles and leadership practices were, statistically speaking, more related to the number of years of experience and to the work situation than to gender.…”

Section: Discussionsupporting

confidence: 87%

Can ethics be learned?

Langlois

Lapointe²

2010

Journal of Educational Administration

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PurposeIn response to the growing need for educational leaders who possess ethical, critical and reflective qualities, a training program was developed based on ethics as a reflective critical capacity and on Starratt's three‐dimensional model. This paper aims to describe the impact of the program on ethical decision making and on educational leaders’ ethical competencies.Design/methodology/approachA three‐year action‐research study was conducted with three groups of educational administrators, totalling 30 participants. Mixed methods were used for data collection: a pre‐ and post‐training questionnaire, individual semi‐structured interviews and group interviews. The questionnaire data were analyzed using SPSS software and interview data were analyzed using thematic analysis.FindingsResults from the pre‐test indicate that, prior to the training program, participants rarely possessed all three ethical dimensions. Post‐test results show how participants experience a significant readjustment process characterized by three different stages which have been called the transformative cycle. Qualitative results show the impact of the training program on improved ethical awareness, judgement structuring, a sense of responsibility, and overall professional conduct. No significant difference is observed between male and female participants but statistically significant differences are found according to number of years of experience and to work situation.Practical implicationsDeveloping sound ethical expertise appears to be promising in training future educational administrators and in improving their leadership skills.Originality/valueThis study is original in many aspects. Theoretically, it is based on a self‐regulated rather than hetero‐regulated approach to ethics and calls for descriptive rather then normative foundations to ethical leadership. With regard to its methodology, it used mixed methods adapted to action research as well as original data collection instruments.

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Section: Discussionsupporting

confidence: 87%

Can ethics be learned?

Langlois

Lapointe²

2010

Journal of Educational Administration

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“…Desde los años ochenta, el desarrollo del movimiento posfeminista basado en la reivindicación del punto de vista moral de la mujer pone énfasis en la ética del liderazgo en femenino (Héon, Lapointe y Langlois, 2007), que subraya las contribuciones de las mujeres a un modelo práctico más allá de la mera homogeneización con el género masculino y que ha sido ampliamente deinida por autoras como Gilligan (1993;) o Nussbaum (19992004;2009). La ética del cuidado propone el reconocimiento del otro desde el respeto y la idelidad a la propia forma de ser.…”

Section: Liderazgo Educativo Y éTica Del Cuidar En Femeninounclassified

Liderazgo ético de comunidades educativas en contextos de incertidumbre

Riera

Pagès

Torralba

et al. 2018

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“…Pour sa part, le leadership participatif est basé sur une approche participative et démocratique (Héon, Lapointe et Langlois, 2007). Selon Owens (2005), le dirigeant encourage ses employés à définir ensemble la mission, et à cibler les objectifs et les moyens pour les atteindre.…”

Section: Principaux Modèles Théoriques Du Leadership éDucationnelunclassified

Le leadership scolaire en milieu francophone minoritaire du Nouveau-Brunswick : quelques représentations de directions d’école

Boudreau

Gaudet

2018

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L’article s’intéresse au leadership exercé par des directions d’écoles francophones du Nouveau-Brunswick. Notre étude qualitative exploratoire tente de déterminer les styles pertinents de leadership chez les directions d’école en milieu francophone minoritaire pour répondre à la mission de l’école, c’est-à-dire la réussite scolaire et la réussite identitaire des élèves. Pour ce faire, nous avons donné la parole à dix directions qui travaillent dans des écoles francophones en milieu anglodominant. Un des résultats de la recherche révèle que plusieurs d’entre elles reconnaissent la nécessité d’accroître leurs connaissances leur permettant d’exercer un leadership différent capable de répondre aux attentes et aux besoins spécifiques du milieu.

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Réflexions méthodologiques sur le leadership des femmes et des hommes en éducation

Cited by 7 publications

References 8 publications

Can ethics be learned?

Can ethics be learned?

Liderazgo ético de comunidades educativas en contextos de incertidumbre

Le leadership scolaire en milieu francophone minoritaire du Nouveau-Brunswick : quelques représentations de directions d’école

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