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A cross-case study analysis: The impact of principal leadership on novice teachers.

機(jī)譯：跨案例研究分析：校長(zhǎng)領(lǐng)導(dǎo)對(duì)新手教師的影響。

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摘要

This study examines the impact of school leadership on the experience of the novice educator. If the teacher shortage epidemic is ultimately rooted in attrition, it is important to understand the factors that contribute to this mass exodus (Ingersoll, 2001). While much has been written about this flight from the teacher perspective, it has not been thoroughly examined through the lens of the building leader (Wynn et al, 2007). This study seeks to understand how principals and novice teachers make sense of the new teacher experience and what steps principals explicitly take to support their newest employees.;Using the framework as a guide, I explored the following questions: (1) How do urban elementary school principals understand their role in supporting novice teachers? What do urban school principals do to support novice teachers? To what extent does the conceptual framework describe principal behavior?; (2) What do new teachers say about their principal's understanding of their needs?; and (3) What are the most effective practices for principals guiding new teachers?;To answer these questions, a qualitative, multiple-case study methodology was employed to understand the dynamic between principals and new teachers from the perspective of the building leader. As the "unit of analysis' (Yin, 2003, p. 22) three urban elementary schools were selected with veteran principals, a critical mass of novices and evidence of supporting new teachers.;The dynamic between school administrator and novice educator has not been adequately explored from the perspective of the principal. In the end, this work offers a set of strategies and recommendations to assist principals in thinking about effective support of new practitioners.;In designing the study, literature was reviewed to investigate what role, if any, the school principal had in the novice teacher experience. This review of literature allowed me to build a framework to guide my research. These dimensions offered a paradigm for the type of leadership that novices seek during the early stages of their teaching career. New teachers seek principals who: (1) focus on creating a professional learning organization; (2) build a strong operational infrastructure; and (3) provide individualized instructional support and access.
機(jī)譯：這項(xiàng)研究考察了學(xué)校領(lǐng)導(dǎo)對(duì)新手教育者經(jīng)驗(yàn)的影響。如果教師短缺的流行最終源于人員流失，那么了解造成這一大規(guī)模外流的因素很重要（Ingersoll，2001）。盡管從教師的角度已經(jīng)有很多關(guān)于這種飛行的文章，但是并沒(méi)有通過(guò)建筑負(fù)責(zé)人的角度對(duì)其進(jìn)行徹底的研究（Wynn等，2007）。本研究旨在了解校長(zhǎng)和新手教師如何理解新教師的經(jīng)驗(yàn)以及校長(zhǎng)明確采取哪些步驟來(lái)支持其新員工。我以該框架為指導(dǎo)，探討了以下問(wèn)題：（1）城市基礎(chǔ)教育如何學(xué)校校長(zhǎng)了解他們?cè)谥С中率掷蠋煼矫娴淖饔脝?？城市學(xué)校校長(zhǎng)如何支持新手教師？概念框架在多大程度上描述了主要行為？ （2）新任老師對(duì)校長(zhǎng)對(duì)需求的理解怎么說(shuō)？ （3）校長(zhǎng)指導(dǎo)新教師最有效的做法是什么？；為了回答這些問(wèn)題，采用了定性的多案例研究方法，從建筑負(fù)責(zé)人的角度理解校長(zhǎng)與新教師之間的關(guān)系。作為“分析單位”（Yin，2003年，第22頁(yè)），選擇了三所城市小學(xué)，由資深校長(zhǎng)，大量新手和支持新教師的證據(jù)組成。學(xué)校管理者和新手教育者之間的互動(dòng)一直沒(méi)有最后，這項(xiàng)工作提供了一套策略和建議，以幫助校長(zhǎng)思考對(duì)新執(zhí)業(yè)者的有效支持。在設(shè)計(jì)研究時(shí)，對(duì)文獻(xiàn)進(jìn)行了審查以調(diào)查其作用（如果有） ，學(xué)校校長(zhǎng)具有新手老師的經(jīng)驗(yàn)，對(duì)文獻(xiàn)的回顧使我得以建立一個(gè)指導(dǎo)我的研究的框架，這些維度為新手在教學(xué)生涯初期尋求的領(lǐng)導(dǎo)類型提供了范例。尋找以下人員的校長(zhǎng)：（1）專注于建立專業(yè)的學(xué)習(xí)型組織；（2）建立強(qiáng)大的運(yùn)營(yíng)基礎(chǔ)架構(gòu)；以及（3）提供個(gè)性化的指導(dǎo)a l支持和訪問(wèn)。

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  • 作者

    Zrike, Stephen K., Jr.;

  • 作者單位

    Harvard University.;

  • 授予單位 Harvard University.;
  • 學(xué)科 Education Administration.
  • 學(xué)位 Ed.D.
  • 年度 2010
  • 頁(yè)碼 156 p.
  • 總頁(yè)數(shù) 156
  • 原文格式 PDF
  • 正文語(yǔ)種 eng
  • 中圖分類
  • 關(guān)鍵詞

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