Assessing Leadership Knowledge in a Principalship Preparation Programme

Autor/in	Seong, David Ng Foo
Titel	Assessing Leadership Knowledge in a Principalship Preparation Programme
Quelle	In: International Journal of Educational Management, 27 (2013) 4, S.425-445 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/09513541311316340
Schlagwörter	Leadership; Foreign Countries; Principals; Leadership Training; Administrator Education; Program Effectiveness; Program Evaluation; Knowledge Management; Learning Processes; Achievement Gains; Performance Factors; Fundamental Concepts; Educational Theories; Institutional Characteristics; Singapore + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Ausland; Principal; Schulleiter; Führungslehre; Programme evaluation; Programmevaluation; Wissensmanagement; Learning process; Lernprozess; Achievement gain; Leistungssteigerung; Leistungsindikator; Grundlagenplan; Konzept; Educational theory; Theory of education; Bildungstheorie; Singapur
Abstract	Purpose: The purpose of this paper is to assess leadership learning in a principalship development programme. Design/methodology/approach: This case study adopted Popper's three worlds as an analytical framework to assess leadership learning in a principalship development programme. The unit of assessment of learning is knowledge--more specifically subjective and objective knowledge. The study involved participants in a principalship development programme called the Leaders in Education Programme (LEP). The LEP is designed and implemented by the National Institute of Education, Singapore with partnership from the Ministry of Education, Singapore. Since its inception in 2001, the LEP has developed more than 300 school leaders in Singapore schools. Findings: Through the analyses linking the concepts of complexity theory and Popper's three worlds, valuable insights were gained into how participants developed practical knowledge in leadership and management. Originality/value: The outcome of the analyses has implications for leadership programme design and for leadership development in countries with similar challenges to prepare a new type of school leaders for the 21st century. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10