School leadership as an influence on Teacher Quality
Gako-hitzak:
School Leadership, Teacher Quality, Professional Autonomy, Professional Capital, Commitment.Laburpena
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.
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