SCHOOL LEADERSHIP AS AN INFLUENCE ON TEACHER QUALITY/ El liderazgo escolar como factor influyente en la calidad docente

  • Christopher Day University of Nottingham, England
Palabras clave: School Leadership, Teacher Quality, Professional Autonomy, Professional Capital, Commitment.

Resumen

Abstract:

In this paper I will suggest that discussions of teacher quality in and beyond initial or pre-service teacher education will always be incomplete without a consideration of the role played by school leaders in influencing, in particular, three key components of teacher quality: i) professional autonomy; ii) professional capital; and iii) teacher commitment, well-being and expertise. Although ensuring that they teach to their best and well is an individual teacher responsibility and, arguably, their moral duty, it is also a government responsibility, in order to enable the development of a just society and economic progress, and an individual school responsibility through the daily presence and actions of principals and other school leaders.

 

Resumen:

En este trabajo quiero sugerir que las discusiones sobre la calidad de los docentes, en la formación inicial docente y más allá de ella, siempre estarán incompletas sin tener en cuenta el papel desempeñado por los líderes escolares para influir, particularmente, en tres componentes clave de la calidad de los docentes: i) Autonomía profesional; ii) capital profesional; y iii) el compromiso, bienestar y la experiencia de los docentes. Aunque asegurar que enseñen bien es una responsabilidad individual del maestro y, posiblemente, su deber moral; es también una responsabilidad del gobierno, para posibilitar el desarrollo de una sociedad justa y el progreso económico, y una responsabilidad individual de la escuela a través de la presencia diaria y las acciones de los directores y otros líderes escolares.

Citas

Ayres, P., Sawyer, W. and Dinham, S. (2004). Effective teaching in the context of a grade 12 high-stakes external examination in New South Wales, Australia, British Educational Research Journal, 20(1), 144-165.

Bajorek, Z., Gulliford, J. and Taskila, T. (2014). Healthy teachers, higher marks? Establishing a link between teacher health and wellbeing, and student outcomes. The Work Foundation, London.

Beijaard, D. (1995). Teachers’ prior experiences and actual perceptions of professional identity. Teachers and Teaching: Theory and Practice, 1(2), 281– 294.

Boyd, D., H. Lankford, S. Loeb, and J. Wyckoff (2005). The draw of home, how teachers’ preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management 24(1), 113–34.

Bryk, A. and Schneider, B. (2002). Trust in Schools: A Core Resource for

Improvement. New York, NY: Russell Sage Foundation.

Bullough, R. (2011). Hope, Happiness, Teaching and Learning. In C. Day and J. C-K. Lee (eds.) New Understandings of Teacher’s Work. Dordrecht: Springer.

Darling-Hammond, L. et al. (2012). Evaluating Teacher Evaluation. Phi Delta Kappan, 93 (6), 8-15. http://www.kappanmagazine.org/content/93/6/8.short

Day, C. (2008). Committed for life? Variations in teachers' work, lives and

effectiveness. Journal of Educational Change, 9(3), 243–260.

Day, C., Sammons, P., Leithwood, K., Hopkins, D., Gu, Q. & Brown, E., with Ahtaridou, E., (2011). Successful School Leadership: Linking with Learning and Achievement. Maidenhead: McGraw Hill Open University Press.

Day, C. (2011). Building and Sustaining Successful Principalship in An English School. In L. Moos, O. Johansson & C. Day (Eds). How School Principals Sustain Success over Time - International Perspectives. Dordrecht: Springer.

Day, C. and Gu, Q. (2014). Resilience Teachers, Resilient Schools: Building and Sustaining Quality in Testing Times. London: Routledge. [Edic. cast. Educadores resilientes, escuelas resilientes. Construir y sostener la calidad educativa en tiempos difíciles. Madrid: Narcea, 2015].

Day, C. & Gurr, D. (Eds) (2014). Leading Schools Successfully: Stories from the field. London: Routledge.

Day, C., Sammons, P., Leithwood, K., Hopkins, D., Gu, Q., Brown, E. with Ahtaridou, E. (2011). School Leadership and Student Outcomes: Building and Sustaining Success. Maidenhead: Open University Press.

Day, C & Leithwood, K (eds) (2007). Successful school principal leadership in times of change: International Perspectives. Dordrecht, The Netherlands: Springer.

Dewberry, C. & Briner, R. (2007). Report for Worklife Support on the relation between well-being and climate in schools and pupil performance. London: Worklife Support.

Engel, M., Jacob, B. A. and Curran, F. C. (2014). New Evidence on Teacher Labor Supply, American Educational Research Journal, 51(1), 36-72.

Firestone, W. A., Schorr, R. Y. and Monfils, L. F. (Eds) (2004). The Ambiguity of Teaching to the Test: Standards, Assessment and Educational Reform. New Jersey: Lawrence Erlbaum Associates Inc.

Foucault, M. (1977). Discipline and punish: the birth of the prison. London: Penguin [Edic. cast. Vigilar y Castigar. El Nacimiento de la prisión. México/Madrid: Siglo XXI, 1976].

Foucault, M. (1986). Language, Counter-Memory, Practice. Selected Essays and Interviews. D. F. Bouchard (Ed) New York: Cornell University Press.

Foucault, M. (1997). Self Writing. In P. Rabinow (ed.). The Essential Works of Foucault 1954-1984, vol.1: Ethics. Harmondsworth: Penguin. [Edic. cast.: La escritura de sí. En Gabilondo, A. (ed.), Estética, Ética y Hermenéutica. Obras esenciales III (pp. 289-305). Barcelona: Paidós, 1999].

Haiyan, Q; Walker, A; and Yulian, Z. (2016). Research on Chinese Principals and Their Work. In Arlestig, H; Johansson, O; and Day, C. (Eds), A Decade of Research on School Principals. Cases from 24 Countries (pp 331-355). Dordrecht: Springer.

Hansen, D. (2005). The Call to Teach. Teachers College Press [Edic. cast.: Llamados a enseñar. Barcelona: Idea Books, 2001].

Hargreaves, A. and Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. London: Routledge [Edic. cast.: Capital profesional. Madrid:

Narcea, 2014].

Jiang, M. L; Chen, J. J; and Lv, P. (2010). Xuexiao neihan fazhan zhong de xiaozhang lingdaoli (Principal leadership in school improvement-a survey of 331 principals of Pudong District of Shanghai). Quanqui Jiaoyu Zhanwang (Global Education), 39(8), 78-83.

Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J. and Hunter, J. (2012). Early Career Teachers: Stories of Resilience. Report from an ARC Linkage Project (2008-2012), ‘Addressing the Teacher Exodus: Enhancing Early Career Teacher Resilience and Retention in Changing Times’. Adelaide, South Australia: University of South Australia.

Leana, C. (2011). The Missing Link in School Reform, Stanford Social Innovation Review, Fall. Leland Stanford Jr. University. http://www.ssireview.org/articles/entry/the_missing_link_in_school_reform

Leithwood, K., Day, C., Sammons, P., Harris, A. & Hopkins, D. (2006). Seven strong claims about successful school leadership. Nottingham: DfES/NCSL.

MacLeod, D. and Clarke, N. (2009). Engaging for Success. Enhancing performance through employee engagement. IPA.

Ministry of Education (2011). The professional standards of secondary teachers (trial version). Retrieved

http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/s6127/201112/1

html

Moore Johnson, S. (2007). Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools. San Francisco, Jossey-Bass.

Raaen, D. (2011). Autonomy, Candour and Professional Teacher Practice: A Discussion Inspired by the Later Works of Michel Foucault. Journal of Philosophy of Education, 45(4), 627-641.

Robinson, V, Hohepa, M & Lloyd, C, (2009). School leadership and student outcomes: Identifying what works and why. Iterative best evidence syntheses (BES) programme, Ministry of Education, New Zealand. Available at www.educationcounts.govt.nz/topics/BES

Santoro, D.A. (2011). Good Teaching in Difficult Times: Demoralization in the Pursuit of Good Work. American Journal of Education, 118(1), 1-23.

Seashore-Louis, K. (2007). Trust and Improvement in Schools. Journal of Educational Change, 8(1), 1-24.

Slater, H., Davies, N. and Burgess, S. (2009). Do teachers matter? Measuring the variation in teacher effectiveness in England. Bristol: The Centre for Market and Public Organisation.

Stobart, G. (2014). The Expert Learner: Challenging the myth of ability.

Maidenhead: Open University Press.

Syed, M. (2010). Bounce: How Champions are Made. London: Fourth Estate.

Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco, Jossey-Bass.

Zeichner, K. (2010) Rethinking the Connections Between Campus Courses and Field Experiences in College and University-based Teacher Education. Educação Revista do Centro de Educação UFSM, 35 (3), 479-504.

https://periodicos.ufsm.br/reveducacao/article/view/2362/1426

Publicado
2017-09-01