Schulische Organisationsentwicklung und Professionalisierung

Hartung-Beck, Viola

doi:10.1007/978-3-531-91489-3

Cited by 18 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A broad concept of context factors includes conditions on the system level (political and legal framework), the organizational level (institutional characteristics of an individual school and characteristics of learning and teaching situation) and on the individual level (individual characteristics, personality, leadership experience, etc.). In the German context, it is indispensable to consider institutional conditions to reach valid statements on leadership activity (Bonsen, 2010;Hartung-Beck, 2009;Helmke and Schrader, 2001). Each of the 16 German federal states (the "Länder") holds responsible for its own education system (not one federal system) and this additionally affects the responsibilities of school leaders.…”

Section: Introductionmentioning

confidence: 99%

No time to manage? The trade-off between relevant tasks and actual priorities of school leaders in Germany

Brauckmann

Schwarz

2015

Intl Jnl of Educational Mgt

View full text Add to dashboard Cite

Purpose -School leadership is considered a central agent in the implementation of "New Governance" concepts which have been introduced in Germany by means of accountability measures, decentralization and a growth of autonomy and competition. With the adjustment of policies, rights and duties of school leaders have changed considerably. The purpose of this paper is to contribute to leadership research by providing descriptive evidence on the relevance of specific areas of leadership activity reported by school principals and their actual priorities in terms of day-to-day workload. In particular, the authors analyze whether individually reported priorities are reflected in the actual distribution of workload in a daily routine. Design/methodology/approach -The empirical analysis uses data collected in the German SHaRP study ("School leaders' activities between more responsibility and more power"). Based on a sample of 153 school leaders from six German federal states the authors perform regression models to determine the association between workload in specific fields of leadership activity, individually reported relevance of management tasks and systemic and contextual conditions at school. Findings -As expected, organizational and personnel management and development are stated to be most important for leadership activity. These priorities are not at least reflected in the observed distribution of workload over fields of activity. Rather, a vast amount of timeas far as it is not absorbed by lessonsis spent on administrative tasks. A shift of workload from teaching responsibilities to governmental tasks is mainly achieved by longer working hours and appears to depend primarily on the system context. Research limitations/implications -The results highlight the relevance of organizational skills and the need to develop conceptual foundations for strategic leadership at schools. Further research should focus not only on the contextual setting and system characteristics, but on the interplay of contextual characteristics and leadership strategies. In times of increasing budgetary constraints leadership research needs to consider outcome measures in terms of quality of schooling to identify determinants of effective leadership. Originality/value -The paper contributes to leadership research by a quantitative analysis of the individually reported relevance of organizational, curricular and human resources management and development for leadership activity. The authors provide descriptive evidence on a significant gap between these claims and reality in terms of actual day-to-day workload.

show abstract

Section: Introductionmentioning

confidence: 99%

No time to manage? The trade-off between relevant tasks and actual priorities of school leaders in Germany

Brauckmann

Schwarz

2015

Intl Jnl of Educational Mgt

View full text Add to dashboard Cite

show abstract

“…Er unterscheidet dabei drei verschiedene Gruppen von Lehrer*innen: die Gruppe der| 53DieSchließle et al 1999, 12). Andere Autor*innen beschreiben die Reaktionen der Lehrer*innen auf Schulreformen und Schulentwicklungsmaßnahmen mit Angst, Ablehnung und Ignoranz, defensivem oder offensivem Pragmatismus, Abwertung, partieller Unterstützung des Vorhabens, um Karrierechancen zu verbessern, oder eine Bereitschaft zur Mitarbeit auf der Basis einer persönlichen Überzeugung (vgl Bielski, Rosemann 1999;Hartung-Beck 2009)…”

unclassified

Schulentwicklung Inklusion. Empirische Einzelfallstudie eines Schulentwicklungsprozesses

Bengel¹

2021

View full text Add to dashboard Cite

Welche Herausforderungen und Gelingensbedingungen für einen Schulentwicklungsprozess Richtung Inklusion thematisieren Lehrkräfte? Um den Schulentwicklungsprozess auf der tatsächlichen Umsetzungsebene analysieren zu können, wurde im Verlauf zweier Jahre eine Schule auf ihrem Weg hin zu einer Schule für Alle mittels einer Grounded-Theory-Studie begleitet. Anhand von Gruppendiskussionen, Fotografie-Einzelinterviews und Dokumentenrecherche wurden Daten aus der Perspektive von Lehrkräften sukzessiv erhoben und ausgewertet. Die qualitative Einzelfallstudie zeigt die Komplexität des Entwicklungsprozesses. Das Zusammenspiel von persönlichen Veränderungserfahrungen der Lehrkräfte zu den sich veränderten Rahmenbedingungen der Schule wird veranschaulicht. Ein Überblick über die zentralen Themen im inklusiven Schulentwicklungsprozess wird gegeben, eine heterogene Positionierung innerhalb des Kollegiums aufgezeigt sowie der Zusammenhang beider Aspekte konkretisiert. Im Zuge der Interpretation wird beispielsweise die Organisation Schule als Hemmschuh im inklusiven Schulentwicklungsprozess sichtbar oder die unterschiedliche Interpretation des inklusiven Schulentwicklungsvorhabens durch die Lehrkräfte herausgearbeitet. (DIPF/Orig.)

show abstract