Suchergebnisse

Nutzung von Computern und Internet an Schulen.

The role of the primary school headteacher has evolved and current changes to the leadership landscape are influential in shaping this further, altering expectations of what it means to be an effective headteacher. This now includes being an effective system leader. This thesis explores the leadership qualities and practices needed by a primary headteacher to be an effective system leader. The study is carried out in seven large rural local authorities in England. It is a qualitative research study based on in-depth semi-structured interviews with 12 headteachers who are system leaders in the primary phase. Their specific roles are either as a national leader of education (NLE) and director of a teaching school alliance (TSA) or an executive headteacher. Effective school leadership is defined with reference to research related to the concept of learning-centred leadership. The leadership qualities and practices identified here are considered alongside emerging research into system leadership and form the background to this research. The responses from the telephone semi-structured interviews with the headteachers are submitted to thematic analysis which leads to the development of two models. One represents the connections between five leadership qualities following theme mapping and the other provides a framework for 12 leadership practices derived from network analysis. Although these are considered separately, the analysis of the findings draws links between the two models when appropriate. The findings reveal leadership practices that the primary headteachers employ specifically as part of their role as a system leader such as building 'home' school capacity, coaching and mentoring staff into leadership roles and establishing systems and structures in other schools. Recommendations relate to government policy on aspects of system leadership and the professional development of headteachers as system leaders in the primary phase that will support their development practically, intellectually and personally.

Schools and policy makers face common challenges driven by external affairs such as economic uncertainty, globalisation, and advances in technology. Rapidly changing educational, societal, and political systems require school leaders to adopt creativity and innovation (Cr&Inn) as an integral feature of their leadership. To understand what Cr&Inn means to those in primary sector headteacher positions, this conceptual paper explores the following questions: How is Cr&Inn defined regarding headteachers within the primary sector? What are the key characteristics of Cr&Inn regarding primary sector headteachers? We incorporate a systematic literature review along with definitions from primary sector headteachers drawn from interview data. Whilst Cr&Inn remain conceptually complex, we provide clarity by proposing a succinct definition and recognising the key characteristics involved which in turn, has the potential to strengthen effective leadership to improve learner outcomes through overcoming unusual challenges. We conclude with a discussion of how misconceptions may negatively influence creative and innovative practices, yet we recognise that Cr&Inn have much to offer those in such dynamic and accountable roles, globally, particularly in times of uncertainty. Through our identification of the characteristics, we provide school leaders and policy makers with a framework to understand what Cr&Inn entails.

In this research, the relationship between headteachers' leadership behaviors and problem-solving skills was investigated. The sample comprised 268 headteachers, 53 female and 215 male. The research instruments used were the Leadership Behavior Scale of Turkish Public Administration
(Ergun, 1981) and the Problem Solving Inventory (Heppner & Peterson, 1982). The data were analyzed using the independent t test, variance analysis, Tukey test and correlation test. The results revealed: 1) that there was no significant difference according to gender in the leadership
behavior subscale, 2) that there was a significant difference between headteachers' leadership behavior and the type of school at which they were employed, and 3) that there was a significant relationship between headteachers' leadership behavior and problem-solving skills.

This study has aimed to measure the level of media literacy among headteachers of community schools in Nepal and examine the relationship between their communication behavior and their awareness of media literacy. The study focuses on the level of media literacy among headteachers and the contribution of headteachers' media literacy to their communication behavior. The study considers demographic variables such as gender, ethnicity, age, marital status, academic qualification, teaching experience, and training to achieve the expected outcomes. The population of this study includes 295 secondary-level headteachers of community schools in Kathmandu Valley, and a sample of 170 headteachers were randomly selected from three districts. The collected data were analyzed using inferential statistics, and reliability, validity, and ethics were considered at each stage of the research. The findings indicate that headteachers are not sufficiently aware of the influence of media on their jobs in general, but there is a positive relationship between media literacy and communication behavior among them. Female headteachers felt recognized and had good relationships with colleagues, while older headteachers were less literate about media. Headteachers with higher qualifications and training were more literate with media and more communicative with subordinates and students. The study suggests that headteachers should constructively engage in building their schools, develop a social network, and maintain autonomy in their decision-making process to support the quality improvement of community schools. Therefore, the study recommends that stakeholders of the school consider the knowledge development, autonomy, and media literacy of headteachers to improve communication, collaboration, and quality of education in community schools.

In this thesis I undertake a critical policy analysis in which I place education reform in the UK within the context of a changing social structure, transformed since the advent of neoliberalism in the 1970s, and examine the implications of reform on the role of primary school Headteachers. In particular, I situate my analysis within increased promotion of global economic competition and policy supported by neoliberal ideology in which the prevailing government seeks to retain legitimacy by claiming to institute reforms to improve education, whilst simultaneously reducing direct funding which is, in fact, destabilising it. Neoliberalism is a distinct political ideology that has flourished in the Western world over the last four decades and is based on theories of the free market; underpinned by economic efficiency, bureaucracy, rationality and measurable performativity. I look in detail at how the leadership of schools has changed, as a direct result of the implementation of new managerial instruments, and how resistance to these changes has been largely futile. Lacanian thinking would suggest that ideology which assumes education is a physical state that is inherently part of a democratic process, inextricably linked to politics, positively transformational and measurable, is in fact imaginary (Lacan, 2006). Our imaginary "order is embedded in the material word" and woven into the reality around us (Harari, 2012, p.127). It is within this 'imaginary' conceptualisation that my research is positioned. I present, and analyse, empirical data gathered from a number of primary school Headteachers from a range of contexts that outlines their lived experience as they attempt to navigate the, what could be described as, strongly surreal or 'Kafkaesque' (Löwy,1997) educational 'imaginary', as it is currently configured and, explore the efficacy of a forum that is used to support them as they therefore attempt the untenable. The significant issue of school context as an effect of how a school performs in testing regimes ...

The transition from emergency remote teaching schemes to effective online learning ones has posed just as much similar as specific challenges to different countries and regions during school closures of the COVID-19 pandemic first wave. In Portugal, the specific challenge of a notably aged teaching workforce that admits being underprepared for pedagogically meaningful use of digital technologies in education has become more evident. Focusing on the views of seven interviewed schools' headteachers, this paper presents and discusses the reported facilitators and barriers/constraints of their schools' transition from emergency remote teaching to online learning, during the first pandemic wave and relates those factors with the particular issues of veteran teachers' engagement with online learning. The paper introduces the rekindle+50 project under which the data collection and analysis took place and underlines the extreme importance of continued investment in teacher professional development and collaboration to enhance more effective use of online learning tools and platforms in times of uncertainty.

Ausstattung von Schulen mit Computern und Internetanschlüssen.

Themen: Anteil der Computer, die in der Schule zu Unterrichtszwecken genutzt werden (gestaffelt nach Schulstufen); Anteil der Computer mit Internetanschluss; Anteil der Computer, die weniger als drei Jahre alt sind; Anteil der Computer, die privat gespendet wurden; Standort der Computer in der Schule; Art des Internetanschlusses (Standard-Telefonleitung, ISDN-Leitung, ADSL-Leitung, Fernsehkabel, Satellitenantenne); Vorhandensein von E-Mail, Homepage und Intranet an der Schule.

Demographie: Anzahl der Schüler und Lehrer nach Schulstufen; Lage der Schule nach Urbanisierungsgrad.

Zusätzlich wurde verkodet: Gewichtungsfaktor. Interviewdauer.

Ausstattung von Schulen mit Computern und Internetanschlüssen.

Themen: Anzahl der Computer, die in der Schule zu Unterrichtszwecken
genutzt werden (gestaffelt nach Schulstufen); Anzahl der Computer mit
Internetanschluss; Anzahl der Computer, die weniger als drei Jahre alt
sind; Anzahl der Computer, die privat gespendet wurden; Standort der
Computer in der Schule; Art des Internetanschlusses
(Standard-Telefonleitung, ISDN-Leitung, ADSL-Leitung, Fernsehkabel,
Satellitenantenne); Vorhandensein von E-Mail, Homepage und Intranet an
der Schule; Entscheidungsrecht der Schule beim Kauf von Hardware und
Software, bei der Art des Internetzugangs und der Lehrerfortbildung in
diesem Bereich.

Demographie: Anzahl der Schüler und Lehrer nach Schulstufen; Lage der
Schule nach Urbanisierungsgrad.

This article investigates the perceptions of English headteachers and Hong Kong principals on the kinds of pressures that they believed affected the way they did their job, and in particular the degree to which they felt their governments were affecting their leadership role. The research utilised semi-structured interviews to generate written 'portraits' of these individuals, which were then examined to answer questions about current pressures. The findings suggested that (1) there was considerable variation in the manner these individuals responded to key issues; (2) all individuals prioritised local concerns, and particularly with consideration to the children in their care; (3) there was a greater sense of embattlement from the English headteachers and a more critical approach to legislation, than from the Hong Kong principals, though with considerable individual variation in the degree of overt resistance shown; (4) whilst current educational reforms in Hong Kong seemed to favour the development of creativity more than those in England, there was within both national contexts evidence of the damaging effects of the pace and quantity of reforms.