کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6850689 | 622451 | 2016 | 13 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Relating school leadership to perceived professional learning community characteristics: A multilevel analysis
ترجمه فارسی عنوان
ارتباط رهبری مدرسه با ویژگی های یادگیرنده حرفه ای درک شده: یک تحلیل چند سطحی
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موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
This study examines the role of transformational and instructional school leadership in facilitating interpersonal professional learning community (PLC) characteristics (collective responsibility, deprivatized practice, and reflective dialogue). Survey data were collected in 48 Flemish (Belgian) primary schools from 495 experienced teachers. Multilevel analyses, when controlling for school characteristics, demonstrated that instructional leadership is related to perceived participation in deprivatized practice and participation in reflective dialogue. Transformational leadership matters for perceived participation in reflective dialogue but also for the presence of collective responsibility. These findings result in practical implications, based on the distinct merits of both leadership styles for interpersonal PLC characteristics.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 57, July 2016, Pages 26-38
Journal: Teaching and Teacher Education - Volume 57, July 2016, Pages 26-38
نویسندگان
Bénédicte Vanblaere, Geert Devos,