Comparative Study of School Principals' Leadership Practices: Lessons for Chile from a Cross-Country Analysis

Autor/inn/en	Marfan, Javiera; Pascual, Javier
Titel	Comparative Study of School Principals' Leadership Practices: Lessons for Chile from a Cross-Country Analysis
Quelle	In: Educational Management Administration & Leadership, 46 (2018) 2, S.279-300 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143217732792
Schlagwörter	Leadership Styles; Cross Cultural Studies; Statistical Analysis; Instructional Leadership; Context Effect; Foreign Countries; Principals; Administrator Effectiveness; Teacher Competencies; Faculty Development; Administrator Role; Teacher Role; Accountability; Achievement Tests; Secondary School Students; International Assessment; Structural Equation Models; Chile; China (Shanghai); Hong Kong; Singapore; South Korea; Finland; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Führungsstil; Cultural comparison; Kulturvergleich; Statistische Analyse; Instruction; Leadership; Bildung; Erziehung; Führung; Ausland; Principal; Schulleiter; Lehrkunst; Lehrerrolle; Verantwortung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Hongkong; Singapur; Korea; Republik; Finnland
Abstract	The article reports the results of a cross-country educational research project that uses quantitative methods to identify school leadership practices and contextual characteristics that contribute to explain student achievement in Chile, considering international comparisons. The results question previous evidence about a common repertoire of effective leadership practices and suggest that local context will affect the type of leadership that is required for a specific educational system to improve, and therefore the definition of principals' effective practices. For Chile, the article points out that the principals' leadership practices that contribute the most to improve teacher performance are those related to ensuring that teachers' work and professional development are in accordance with the teaching goals of the school, as well as monitoring student work and classroom activities. Nevertheless, Chilean principals are more likely to get involved in the former practices (related to the school teaching goals) than in those related to teachers' work in the classroom, resulting in their actions being more powerful in mobilizing teachers' attitudes and professional practices than their teaching, which reduces their potential to promote teachers' performance. The results have implications for educational leadership research and policy making, especially in non-Anglo-American countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01