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学校的领导能力研究

前言

在过去的30年里，关于用学校的领导能力检测领导者是如何运用，分享及转移他们的领导能力的研究，教育学家们对此的关注有者巨大的转变。分享型的领导模式在政治体制中有着它的历史根源。古罗马帝国有很多两头政权的例子，在古代，中世纪，以及现代社会也有很多别的分享型领导模式的例子。对于领导责任的划分和分享的概念及实用性已经不是什么新鲜的事了。

现代观念的共享领导方式关系转移到扁平化层次结构和更多的递阶组织创建，（科伊尔，1997年，P'能使教师相互协作，并从学校，教室的重心领导的结构。239）。此外，科伊尔介绍了各级层次结构并不总是在其中的不同组得到赞赏的那种“无能为力”的感觉。
当团队的个人不能合作时，把它和团队目标联系起来去调动组织的个人利己主义。这可能对于大企业会造成很有影响力的威胁。这是一所学校年过50的塞尔兹尼克的说法，仍然表述当今学校存在的一种模式。

The study of leadership in schools

1. Introduction

In the last 30 years there has been a considerable shift of attention by Educationalists to the study of leadership in schools to examine what leadership and how leaders use, share and devolve power. Shared leadership has its historical roots in political systems. The Western Roman Empire is peppered with examples of diarchy and there are many other examples of shared leadership in the ancient, medieval and modern world. The concept and practice of compartmentalising or sharing of leadership responsibilities is nothing new.

Modern notions of shared leadership are connected with flattening hierarchical structures and moving towards more heterarchical organisations creating, ‘structures that empower teachers to collaborate with one another and to lead from within the heart of the school, the classroom’ (Coyle, 1997, p.239). Furthermore, Coyle describes a sense of ‘powerlessness’ at all levels in a hierarchy not always appreciated by the disparate groups within it.

When individuals are not working cooperatively organisational ‘rivalry mobilizes individual egoism while binding it to group goals. This may create a powerful force threatening the unity of the larger Enterprise’ (Selznick, 1957, p.9). It is an indication of the great inertia within schools that Selznick’s statement, over 50 years old, still describes existing structures in schools today.

My proposed study aims to examine practical aspects of both ‘distributed leadership’ and ‘collaborative leadership’. I identify in the literature search that neither of these terms are clearly defined and leadership is a volatile research area described as one of the most ‘studied issues of our time’ (Tourish, 2008, p.522) and one of the most ‘studied subjects in human history’ (Grint and Jackson, 2010, p.349). My personal research confirms this: published leadership studies are extensive, [1] varied and with conflicting definitions and focal points.

This assignment sets out a plan for a small-scale study to investigate the perceptions and attitudes of administrators involved with the recent co-principalship model I was part of at an International School in an attempt to identify the extent to which gaps were filled, roles were shared with associated reasons.

I aim to define the terms used in the study, place the study in context through a literature review, devise the research question and then plan out the strategy, methodology, ethics and analysis of the investigation finally ending with a discussion of the validity and possible significance of this work.

2. Context

This investigation involves a K-12 International Baccalaureate (IB) World school with approximately 450 students on roll, and about 260 in the secondary school (11-18). The school was founded in the