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ERIC Number: ED442179
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
How School Leaders Can Promote Teachers' Professional Development: An Account from the Field.
Clement, Mieke; Vandenberghe, Roland
This paper focuses on the collegial relationship between school leaders and teachers, and describes the very specific policies behind the school leader's influence on teachers' professional development. In the first phase, 39 teachers from 11 schools were interviewed regarding the teachers' perceptions of their personal professional development and professional relationships with other team members. In the second phase, a case study was made of two Flemish schools to analyze the relationships between the concepts explored in the first phase and the patterns that could be discerned in these relationships. The hypothesis that teachers' professional development depends not only on the individual teacher's commitment but also on several workplace conditions was confirmed. The teachers' perceptions of the way school leaders function appears to be an important parameter for the appreciation of the contribution of the school to the process of professional development. The paper recommends that one should get closer to the participants in the leadership relationship and argues for a symbolic "interactionist" approach paying full attention to the meanings, perspectives, and purposes underlining the social relations between school leaders and teachers. (Contains 31 references.) (DFR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium