Search results for: Administrators' perceptions
Page 2/2 13 items
This article is based on a Norwegian study. The focus is two-fold, including the views of both new teachers and leaders on the issue of leadership and professionalism. First, the focus is on the way newly qualified teachers describe how they function in the school and kindergarten organizations. Secondly, the focus shifts from the perspective of the new teachers to that of the organization leaders, who emphasize that professional competence is complex.
Updated: Jan. 12, 2009
Putting the “Development” in Professional Development: Understanding and Overturning Educational Leaders’ Immunities to Change
In this article, the authors argue that today’s educational leaders face a host of complex demands as they strive to implement lasting, meaningful change in their school environments.As these demands often require a level of personal development many adults may not yet have, there is a need for professional development programs that are genuinely developmental. The article describes one such program that provides the opportunity for participants to make qualitative shifts in the ways that they understand themselves and their work. Using case study methodology, the authors explore the psychological development of one participant as she increases her capacity to determine, and be guided by, her own theories, values, and expectations of her personal and professional relationships and responsibilities.
Updated: Nov. 30, 2008
This qualitative study investigated P-12 school administrators' perceptions of teacher education candidates' online digital portfolios for hiring purposes. Over the course of three semesters, focus group interviews and an online questionnaire gauged administrators' perceptions of selected candidates' portfolios and how they might be used to help select teachers to hire.
Updated: Apr. 28, 2008