Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
One Size Does Not Fit All: Differentiating Leadership to Support Teachers in School Reform
Pennsylvania State University.
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0002-7952-5111
Pennsylvania State University.
2015 (English)In: Educational Administration Quarterly, ISSN 0013-161X, E-ISSN 1552-3519, Vol. 51, no 1, p. 96-132Article in journal (Refereed) Published
Abstract [en]

Purpose: Many of the predominant leadership models acknowledge the need to support teachers’ work, but these models rarely specify how to support teachers’ implementation process. This article studies the relationship between leadership support and teachers’ sensemaking processes. It brings together three divergent bodies of literature on educational leadership, teachers’ sensemaking and implementation of reforms to conceptualize leadership that specifically addresses how leaders can provide teachers differentiated support. Research Design: This article uses case descriptions to illuminate the relationship between leadership support and three teachers’ sensemaking processes of implementing a new initiative. The empirical data consists of observations and interviews with teachers and principal in an U.S. elementary school. Findings: The findings present the need for developing a concept of leadership that increases support of teachers’ implementation work by focusing on school leaders’ understanding of individual teachers’ views and philosophy, their enabling of flexibility of a reform, their encouraging of horizontal support structures, including teacher social networks. It also considers how leaders’ influence the school’s setting and the delivery of information around new reforms. Conclusions: Our findings suggest that providing teachers with differentiated support improves teachers’ understanding of the reform and supplies teachers the necessary tools to implement the new idea, facilitate teacher voice and participation in the process.

Place, publisher, year, edition, pages
2015. Vol. 51, no 1, p. 96-132
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:ltu:diva-6412DOI: 10.1177/0013161X14521632Local ID: 4a24701b-7789-4f0f-89e9-68ecb4ad8dc3OAI: oai:DiVA.org:ltu-6412DiVA: diva2:979297
Note
Validerad; 2015; Nivå 2; 20140409 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Search in DiVA

By author/editor
Bergmark, Ulrika
By organisation
Education, Language, and Teaching
In the same journal
Educational Administration Quarterly
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 32 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf