ERIC Number: ED478250
Record Type: RIE
Publication Date: 2003-Feb
School Leadership in Support of Teachers' Transformational Learning: Drawing from the Well of Human Resources.
Drago-Severson, Eleanor; Pinto, Kristina C.
This report describes a study of the human-resource challenges of principals in facilitating teachers' transformational learning, and their creative strategies for overcoming such challenges. The purpose of the study was to examine how a diverse sample of school leaders made sense of teacher learning and to examine their efforts to support the growth of their faculty. The study, which took place between 1999 and 2001, addressed three theoretical and practical questions: (1) How do school leaders support teachers' transformational learning in their schools? (2) How do different types of human resources influence how school leaders can support teachers' transformational learning? and (3) What challenges do leaders face in efforts to support teacher learning, and how do they respond to them? Data for the study were collected from mission statements, self-study evaluations, memos, and interviews from 25 principals of public, independent, and Catholic schools. The study found that the most common challenges principals faced in supporting teacher learning were time, the dynamics of change, the need to broaden teachers' perspectives, and the need for a process orientation. Strategies varied and were influenced by school size and mission, faculty perspectives, and the principals' own priorities. (WFA)
Descriptors: Administrator Attitudes, Elementary Secondary Education, Human Resources, Inservice Teacher Education, Instructional Leadership, Principals, Professional Development, Professional Education, Teacher Administrator Relationship, Teacher Education, Teacher Educators, Teacher Effectiveness, Teacher Qualifications, Teaching Experience, Transformative Learning
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Spencer Foundation, Chicago, IL.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).