Learning for Principals: New Zealand Secondary Principals Describe Their Reality

Autor/inn/en	Service, Brenda; Thornton, Kate
Titel	Learning for Principals: New Zealand Secondary Principals Describe Their Reality
Quelle	In: Educational Management Administration & Leadership, 49 (2021) 1, S.76-92 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Service, Brenda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143219884673
Schlagwörter	Principals; Administrator Attitudes; Foreign Countries; Instructional Leadership; School Administration; Academic Achievement; Faculty Development; Secondary Schools; Administrator Role; Mentors; Administrator Education; Masters Programs; New Zealand + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Schulleistung; Sekundarschule; Magister course; Magisterstudiengang; Neuseeland
Abstract	Effective school leadership is widely acknowledged as having a positive impact on student achievement. However, there appears to be no deliberate process to sustain New Zealand principals' effectiveness throughout their careers. This article discusses the views of current and former New Zealand secondary school principals about their complex role and the support they believe would help them make sense of the role and its inherent challenges. The findings suggest that while principals develop tacit knowledge from learning on the job, they have little opportunity to engage in the critical reflection needed for ongoing learning and development. Their suggestions for systematic and mandated support are provided. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01