01 SES 02 A, The Professional Learning and Development of Leaders: International perspectives on learning to lead - Part 2
Symposium continued from 01 SES 01 A
This paper is about the development of a questionnaire on principal’s leadership, combining self-assessment and feedback from teachers. Being school-improvement oriented, its philosophy is mainly formative (Parylo, Zepeda & Bengtson, 2012) and its target is to support principals in improving their professional performance. The tool includes a first group of items on principal’s attitudes and motivations, taking into account the researches performed by Huber and his colleagues (Huber & Hiltmann, 2011). This is followed by a second set of items, devoted to principal’s action. They were developed taking into consideration what investigated by Robinson et al. (2007), who, on the basis of a meta-analysis defined five domains influencing positively students outcomes: 1. Establishing Goals and Expectations; 2. Strategic Resourcing; 3. Planning, Coordinating and Evaluating Teaching and the Curriculum; 4. Promoting and Participating in Teacher Learning and Development; 5. Ensuring an Orderly and Supportive Environment. Finally, we considered some well-known theories on leadership, like transformational, distributed and sustainable leadership (Leithwood & Jantzi, 1990, 2006; Harris, 2008; Hargreaves & Fink, 2012). The questionnaire was established throughout three stages (Alpha 1 and 2, Beta 1, Final). Alpha 1 was devoted to the fine-tuning of the first bulk of items and was performed individually with some principals; Alpha 2 was a pre-test performed with a small group of principals; the resulting items (Beta1) were further tested with a another group of principals. A corresponding feedback questionnaire, to be submitted to teachers and including the bulk of the principal’s “behavioural” items, was also developed. The final version of the tool will be object of a validation process with larger samples of principals and teachers in Switzerland, Italy and Chile, leading to a definitive version. The presentation and analysis of the final results will be the main object of our presentation. Since the questionnaire’s aim is formative, we plan to support the principals in their improvement journey through forms of coaching on a voluntary basis: they will indeed keep the faculty to decide if and how to employ the collected information. However, a global view on the results will be provided to the administrators, helping them in improving their knowledge of actual leadership performance in the school system.
Hargreaves, A., Fink, D. (2012). Sustainable leadership (Vol. 6). New York: John Wiley & Sons. Harris, A. (2008). Distributed leadership: According to the evidence. Journal of educational administration, 46(2), 172-188. Huber, S. G., & Hiltmann, M. (2011). Competence Profile School Management (CPSM)–an inventory for the self-assessment of school leadership. Educational assessment, evaluation and accountability, 23(1), 65-88. Leithwood, K., Jantzi, D. (1990). Transformational leadership: How principals can help reform school cultures. School effectiveness and school improvement, 1(4), 249-280. Leithwood, K., Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School effectiveness and school improvement, 17(2), 201-227. Parylo, O., Zepeda, S., Bengtson, E. (2012). Principals’ experiences of being evaluated: A phenomenological study. Educational Assessment, Evaluation and Accountability, 24(3), 215-238. Robinson, V., Hohepa, M., Lloyd, C. (2007). School leadership and student outcomes: Identifying what works and why (Vol. 41). Winmalee: Australian Council for Educational Leaders.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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