School Leaders' Problem Framing: A Sense-Making Approach to Problem-Solving Processes of Beginning School Leaders

Sleegers, P.J.C.; Wassink, Hartger; Veen, Klaas van; Imants, J.G.M.

doi:10.1080/15700760902737162

Cited by 39 publications

(31 citation statements)

References 39 publications

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“…Apart from the influence of the principal preparation programme (Holligan et al 2006), gender discrimination (Dunshea 1998) and the NP's professional biography (Sleegers et al 2009), much significance has been attributed to the support and guidance NPs receive in their work for their career development and professional socialization. It was found that NPs receive support from a wide variety of sources, including their district, peers, staff, administrative team, professional networks, governors, parents, family, community, role models, friends and even the former principal of the NP when the NP was a teacher , Osterman and Sullivan 1996, Cheung and Walker 2006, Crow 2007, Kelly and Saunders 2010.…”

Section: Determinants Affecting the Early Career Stage Of Principalshipmentioning

confidence: 99%

Towards a conceptualization of the early career stage of principalship: current research, idiosyncrasies and future directions

Oplatka¹

2012

International Journal of Leadership in Education

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Towards a conceptualization of the early career stage of principalship: current research, idiosyncrasies and future directions IZHAR OPLATKA This review aims at providing a synthesis of the scholarship that has sought to expand the understanding of the early career stage of principalship by documenting the experiences and tasks of new principals (NPs) in the first three years in the post, and their personal and organizational determinants. The synthesis is based on empirical research studies that have attempted to characterize the career of NPs worldwide in the last two decades. Notably, novice principals experience some sort of surprise, reality shock, high levels of stress and a sense of loneliness in their first years as well as have insufficient managerial competence, low practical expertise in educational administration and a greater propensity for making mistakes. Consequently, the new principal has to learn basic practical managerial skills, diagnose the school culture and environment, develop leadership capabilities and devise a new school vision. This socialization process is dynamic and develops during the first three years in the role. The review ends with a comparative analytic discussion of the universal vs. particular experiences and tasks in the early career stage.

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Section: Determinants Affecting the Early Career Stage Of Principalshipmentioning

confidence: 99%

Towards a conceptualization of the early career stage of principalship: current research, idiosyncrasies and future directions

Oplatka¹

2012

International Journal of Leadership in Education

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“…Collectively, this literature indicates that educators' policy responses are largely driven by their prior knowledge, beliefs, and values, often resulting in implementation variation. Others have applied this lens to the study of education leaders' problem-solving (Sleegers et al 2009) and how they think about race and social justice (DeMatthews 2015;Evans 2007). In this article, we blend these approaches and extend this lens to analyze district administrators' responses to equity-oriented finance policy.…”

Section: Sensemakingmentioning

confidence: 99%

Conceptualizing Equity in the Implementation of California Education Finance Reform

Allbright

Marsh

Hall

et al. 2019

American Journal of Education

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We examine how district administrators' conceptions of equity relate to the implementation of finance reform. We use sensemaking theory and four views of equity-libertarian, liberal, democratic liberal, and transformative-to guide a case study of two districts, finding evidence of two conceptions of equity: (1) greater resources for students with greater needs and (2) equal distribution of resources for all students. One district demonstrated an organization-wide belief in the first conception, whereas the other conveyed individual-level understandings of both conceptions. These beliefs were mirrored in resource allocation decisions and informed by districts' student demographics, organizational identities, and perceptions of adequacy.Although state and federal policies have made progress toward goals of equity and adequacy in K-12 education (Odden and Picus 2014), students from traditionally marginalized backgrounds continue to have limited access to

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“…These developments together with changes in the organisational and governance structure of schools have increased the diversity and variability connected with these jobs (Hulpia and Devos 2009;Sleegers et al 2011). School administrators who have built leadership capacity among the staff at their schools established a culture of trust, honesty and professionalism, and facilitated teacher leadership (Mullen and Jones 2008).…”

Section: Leadership and Inclusionmentioning

confidence: 98%

Role perceptions of School Administration Team Members concerning inclusion of children with disabilities in elementary general schools in Israel

Shani

Koss

2014

International Journal of Inclusive Education

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In an ideal school, where inclusion is implemented successfully, staff members collaborate and create an inclusive environment in their schools. In order to achieve such a sustainable environment of inclusion, pedagogical, organisational and psychological restructuring should occur, and a strong inclusion-oriented leadership has to be activated. The aim of this study was to gain a better understanding of general elementary School Administrative Team Member's (SATM) role in the process of inclusion. SATM included: school principals, vice principals and school counsellors of seven schools in Israel. It was found that though all SATM were basically pro-inclusion they did not manifest a shared view of inclusion. Their views of inclusion were reactive rather than proactive. SATM associated the failure to fully implement inclusion to external factors mainly the Inclusion Act that had not fulfilled its intended goals and to the lack of governmental support. The SATM failed to see the need for collaboration and the need for personal and shared responsibility for establishing a setting of sustainable inclusion that is knowledge-based. In light of these atomistic rather than holistic views of inclusion; it is recommended that SATM dedicate time to collaboratively plan comprehensive sustainable models of inclusion where practices are based on shared beliefs and continuous learning.

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School Leaders' Problem Framing: A Sense-Making Approach to Problem-Solving Processes of Beginning School Leaders

Cited by 39 publications

References 39 publications

Towards a conceptualization of the early career stage of principalship: current research, idiosyncrasies and future directions

Towards a conceptualization of the early career stage of principalship: current research, idiosyncrasies and future directions

Conceptualizing Equity in the Implementation of California Education Finance Reform

Role perceptions of School Administration Team Members concerning inclusion of children with disabilities in elementary general schools in Israel

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