Research Article
The Ideological Perspective of School Principals' Perceptions-Educational Leaders Defining their Roles
Article Metrics
Views
382
Downloads
438
Citations
Crossref
0
Dery K, Reingold R. The ideological perspective of school principals' perceptions-educational leaders defining their roles. European J Ed Manage. 2021;1(4):13-23. doi: 10.12973/eujem.4.1.13
Dery, K., & Reingold, R. (2021). The ideological perspective of school principals' perceptions-educational leaders defining their roles. European Journal of Educational Management, 1(4), 13-23. https://doi.org/10.12973/eujem.4.1.13
Dery Keren, and Roni Reingold. "The Ideological Perspective of School Principals' Perceptions-Educational Leaders Defining their Roles," European Journal of Educational Management 1, no. 4 (2021): 13-23. https://doi.org/10.12973/eujem.4.1.13
Dery, K & Reingold, 2021, 'The ideological perspective of school principals' perceptions-educational leaders defining their roles', European Journal of Educational Management, vol. 1, no. 4, pp. 13-23. Dery, Keren, and Roni Reingold. "The Ideological Perspective of School Principals' Perceptions-Educational Leaders Defining their Roles." European Journal of Educational Management, vol. 1, no. 4, 2021, pp. 13-23, https://doi.org/10.12973/eujem.4.1.13.
Abstract
This research describes the perceptions of school principals in the context of their role in leading the professional development of the teaching staff. Their perceptions were examined in reference to three educational ideologies: socialization, acculturation and individuation. Data analysis of semi structured interviews conducted with 20 school principals, revealed a contradiction between the educational ideology that emerged in the context of the overall educational practice and the ideology referred to in the context of their role in teachers professional development. In the context of the educational practice, the majority of principals described an individuation ideology. In the context the principals' role regarding the professional development of the teaching staff, the majority of school principals presented the socialization ideology as their guiding ethos. In addition, the minority of principals demonstrated a combination of these two ideologies. None of the principals presented the acculturation ideology.
Keywords: School principals, educational ideology, educational leadership, qualitative research.
References
Avidov-Ungar, O., & Eshet-Alkakay, Y. (2011). Teachers in a world of change: Teachers' knowledge and attitudes towards the implementation of innovative technologies in schools. Interdisciplinary Journal of E-Learning and Learning, 7, 291-303. https://doi.org/10.28945/1525
Avidov-Ungar, O., Friedman, I., & Olshtain, E. (2014). Empowerment amongst teachers who hold leadership positions. Teacher and Teaching: Theory and Practice, 20(6), 704-720. https://doi.org/10.1080/13540602.2014.885706
Avidov Ungar, O., & Reingold, R. (2018). Israeli ministry of education’s district managers’ and superintendents’ role as educational leaders -Implementing the new policy for teachers’ professional development. International Journal of Leadership in Education, 21(3), 293-309. https://doi.org/10.1080/13603124.2016.1164900
Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482. https://doi.org/10.1016/S0883-0355(02)00004-6
Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33-46. https://doi.org/10.1007/s11092-008-9064-9
Biesta, G. (2015). Teaching, teacher education, and the humanities: Reconsidering education as a Geisteswissenschaft. Education Theory, 65(6), 665-679. https://doi.org/10.1111/edth.12141
Bolem, R. (2002). Professional development and professionalism. In T. Bush & L. Bell (Eds.), The principles and practice of educational management (pp. 103-118). Paul Chapman.
Bredeson, P. V. (2000). The school principal's role in teacher professional development. Journal of In-Service Education, 26(2), 385-401. https://doi.org/10.1080/13674580000200114
Bush, T. (2007). Educational leadership and management: Theory, policy and practice. South African Journal of Education, 27(3), 391-406.
Bush, T. (2020). Instructional leadership in centralised contexts: Constrained by limited powers. Educational Management Administration & Leadership, 48(4), 593–594. https://doi.org/10.1177%2F1741143220912620
Castle, J., Mitchell, C., & Gupta, V. (2002). Roles of elementary school principals in Ontario: Tasks and tensions. In H. -A. Fennel (Ed.), The role of the principal in Canada (pp.23-37). Detselig.
Darling-Hammond, L. (1987). Schools for tomorrow‘s teachers. Teachers College Record, 88(3), 354-358.
Elias, J. L., & Merriam, S. B. (1995). Philosophical foundation of adult education (2nd ed.). Krieger Publishing.
Evans, L. (2014). Leadership for professional development and learning: enhancing our understanding of how teachers develop. Cambridge Journal of Education, 44(2), 179-198.
Gioti, L. (2010). Adult education philosophies guiding educational theory and practice: The case of Greek primary education teacher counselors. International Journal of Learning, 17(2), 393-406. https://doi.org/10.18848/1447-9494/CGP/v17i02/46853
Guo, S. (2004). China as a contesting ground for ideologies: Examining the social and ideological forces that influence China’s educational system. Canadian Journal of University Continuing Education, 30(1), 55-77. https://doi.org/10.21225/D5SP4N
Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan, 90, 495–500. https://doi.org/10.1177%2F003172170909000709
Harpaz, Y. (2015). Teaching thinking: An ideological perspective. In R. Wegerif, L. Li & J. Kaufman (Eds.), The Routledge international handbook of research on teaching thinking. Routledge.
Harpaz, Y. (2020). Educational design in six steps: A strategic and practical scaffold. Routledge.
Harris, A. (2016). The changing nature of school principals' work: A commentary. International Studies in Educational Administration and Management, 44(2), 111-115.
Jacobson, S. (2011). Leadership effects on student achievement and sustained school success. International Journal of Education Management, 25(1), 33-44.
Josselson, R. (2013). Interviewing for qualitative inquiry: A relational approach. Guilford press.
Jost, J. T. (2006). The end of the end of ideology. American Psychologist, 61(7), 651-670.
Kennedy, A. (2015). What do professional learning policies say about purposes of teacher education? Asia-Pacific Journal of Teacher Education, 43(3), 183-194.
Klein, E. D., & Schwanenberg, J. (2020). Ready to lead school improvement? Perceived professional development needs of principals in Germany. Educational Management Administration & Leadership. Advanced Online Publication. https://doi.org/10.1177/1741143220933901
Knapp, M. S., Copland, M. A., Plecki, M. L., & Portin, B. S. (2006). Leading, learning and leadership support. Center for the Study of Teaching and Policy.
Kurt, T., Duyar, I., & Çalik, T. (2011). Are we legitimate yet? A closer look at the casual relationship mechanics among principal leadership, teacher self-efficacy and collective efficacy. Journal of Management Development, 31(1), 71-86
Lamm, T. (1978). Ideological tensions in education. The Jerusalem Quarterly, 6, 94-110
Lamm, T. (2002). In the ideological whirlpool: The foundations of education in the twentieth century. Magnes (in Hebrew).
Linder, I., & Weissblueth, E. (2017). A discrepancy in teachers and principals perceptions of educational initiatives. Universal Journal of Educational Research, 5(5), 710 - 714. https://doi.org/10.13189/ujer.2017.050502
Louws, M. L., van Veen, K., Meirink, J. A., & van Driel, J. H. (2017). Teachers’ professional learning goals in relation to teaching experience. European Journal of Teacher Education, 40(4), 487-504. https://doi.org/10.1080/02619768.2017.1342241
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Sage.
Muszkat-Barkan, M. (2011). Ideological encounters: Mentoring teachers in Jewish education. In H. Miller, A. Pomson & L. Grant (Eds.), The international handbook of Jewish education. Springer.
Reingold, R., Baratz, L., & Abuatzira, C. (2013). Conformity and compliance as moral acts: The case of teachers in Jewish religious state schools in Israel. The International Journal of Education for Diversities, 2, 41-61.
Riessman, C. K., & Quinney, L. (2005). Narrative in social work: A critical review. Qualitative Social Work, 4(4), 383–404. https://doi.org/10.1177%2F1473325005058643
Rosenthal, G. (2004). Biographical research. In C. Seale, G. GoboJ & D. Silverman (Eds.), Qualitative Research Practice. SAGE.
Spector-Mersel, G. (2010). Narrative research: Time for a paradigm. Narrative Inquiry, 20(1), 204–224. https://doi.org/10.1075/ni.20.1.10spe
Spector- Mersel, G. (2011). Mechanisms of selection in claiming narrative identities: A model for interpreting narratives. Qualitative Inquiry, 17(2), 172-185. https://doi.org/10.1177/1077800410393885
Suber, C. (2012). Characteristics of effective principals in high-poverty South Carolina elementary schools. International Journal of Educational Leadership Preparation, 7(1), 1-15.
Zeichner, K. M. (1994). Research on teachers thinking and different views of reflective practice in teacher’s education. In I. Carlgren, G. Handal & S. Vaage (Eds.), Teachers’ minds and action: Research on teachers’ thinking and practice (pp. 11-28). The Falmer Press.
Zinn, L. M. (1994). Philosophy of adult education inventory. Lifelong Learning Option.
Zinn, L. M. (1998). Philosophy of adult education inventory: Identifying your personal orientation. In M. W. Galbraith (Ed.), Adult learning methods: A guide for effective instruction (2nd ed., pp. 37-72). Krieger.
