This article reports the results of an empirical study into the relationship between school leaders’ experiences of contingency, and how they formulate goals and aims for the future of the children at their schools. We distinguish between three ways of handling experiences of contingency: contingency denial, contingency acceptance, and contingency receiving. We expect that school leaders who have received new insights in their experiences of contingency (contingency receiving) formulate future aims more often than school leaders who have accepted or denied experiences of contingency. This hypothesis is based on the assumption that both contingency receiving and formulating aims are characterised by transcendental openness and an ethical orientation towards the good life. The study consisted of qualitative interviews with 24 school leaders of primary schools in the Netherlands. The results confirm the hypothesis, and give insight into the complex relation between personal biography and professional identity in school leadership.

中文翻译：

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处理突发事件的方式和教育目标

本文报告了一项实证研究的结果，该研究涉及学校领导者的突发事件经验之间的关系，以及他们如何为学校儿童的未来制定目标和目的。我们区分了三种处理意外事件的方式：拒绝意外事件、接受意外事件和接受意外事件。我们期望在意外事件（应急接收）经验中获得新见解的学校领导比接受或拒绝意外事件经历的学校领导更频繁地制定未来目标。这个假设是基于这样的假设，即应急接收和制定目标都具有先验的开放性和对美好生活的道德取向。该研究包括对荷兰小学的 24 名学校领导的定性访谈。结果证实了这一假设，并深入了解了个人传记与学校领导专业身份之间的复杂关系。