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Newly appointed principals are usually confronted with the complexity of their new role, which some researchers believe is complicated by the recognition of their role distance from teachers. This paper examines the nature of the passage from the teacher role to the principal role. It pursues Marshall's (1991) micropolitical hypothesis, which explains principals' denial of the chasm existing between themselves and teachers as the presentation of politically correct rhetoric. Interviews were conducted with two new secondary principals in a school district that served the fringe of a large urban area. The female and male principals headed a large and a smaller school, respectively. Unlike the principal's in Marshall's study, the two principals both described conflict in the individual perceptions of their role and school culture. Both described their sense of isolation, compounded by teachers who believed that the principals were extensions of the central office and central office administrators who treated them as integral members of their schools. When faced with the dilemma of serving the school or the system, both principals developed ties with other principals who shared a similar status passage and experiences. Examining the separation between administrators and staff through an analysis of cultural connections between administrators provides support for Marshall's micropolitical hypothesis. (LMI)

Descriptors: Administrator Role, Interprofessional Relationship, Organizational Climate, Politics of Education, Principals, School Culture, Secondary Education, Teacher Administrator Relationship











Autor: Macmillan, Robert B.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9489&id=ED375531



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