Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform-Reference-Cited by-同舟云学术

Leadership Hybridity: Examining Teachers’ Perceptions of Standards-Based Reform

Published:2019-05-23 Issue:5 Volume:30 Page:444-464
ISSN:1052-6846
Container-title:Journal of School Leadership
language:en
Short-container-title:Journal of School Leadership

Author:

Collet Vicki Stewart¹^ORCID,Endacott Jason L.¹,Goering Christian Zachary¹,Denny George²,Jennings Jennifer A.³,Norton Ginney P.⁴

Affiliation:

1. University of Arkansas, Fayetteville, AR, USA

2. Deceased author.

3. University of Arkansas Fort Smith, Van Buren, AR, USA

4. Drury University, Springfield, MO, USA

Abstract

This study considers how configurations of leadership practices impact perceptions of implementation during large-scale reform: implementation in the United States of Common Core State Standards. Comments of 951 respondents to a national teacher survey were examined. Analysis revealed the hybrid nature of leadership enactment with a range of leadership participation (RoLP) across hierarchical and heterachical structures. Findings detail how these leadership practices impacted teachers’ perceptions of educational reform. The RoLP model depicts how these practices might be spread across an organization.

Publisher

SAGE Publications

Link

http://journals.sagepub.com/doi/pdf/10.1177/1052684619852116

Reference35 articles.

1. Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards

2. Networks, new governance and education

3. How Schools Do Policy

4. On the Necessity of U-Shaped Learning

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