ABSTRACT

Leadership for Learning (LFL) recently emerged as a comprehensive framework integrating aspects of theories thus far applied in school leadership research. LFL provides the principles for practice believed to effectively deal with the increasing complexity and expectations in education. Via semi-structured interviews this paper seeks to deepen our understanding of the leadership practices and beliefs among principals in Flemish secondary education and assess the occurrence of LFL in practice. Due to busy schedules, little time remains for principals to continuously focus on learning and teaching. This issue might be resolved by strengthening learning climates, sharing leadership, and fostering dialogue and a sense of shared accountability.

摘要

学习领导力（LFL）最近作为一个综合框架出现，整合了迄今为止在学校领导力研究中应用的理论的各个方面。LFL 提供的实践原则被认为可以有效应对教育中日益增加的复杂性和期望。通过半结构化访谈，本文旨在加深我们对佛兰德中学校长的领导实践和信念的理解，并评估实践中 LFL 的发生情况。由于日程繁忙，校长们能够持续专注于学习和教学的时间所剩无几。这个问题可以通过加强学习氛围、分享领导力、促进对话和共同责任感来解决。