Purpose

The purpose of this research is to use a collective responsibility theoretical lens to examine the work of three school principals as they focussed on school-wide goal-setting processes to achieve valued student achievement goals. The tensions principals face in creating collective responsibility are examined so that these might be intentionally navigated.

Design/methodology/approach

Qualitative case studies of three New Zealand schools include data from interviews with principals, middle leaders and teachers. An inductive and deductive thematic analysis approach was employed.

Findings

Principals face four key tensions: (1) whether to promote self or centrally directed and voluntary or mandatory professional learning; (2) how to balance a top-down versus a middle-up process for accountability; (3) ways to integrate both educator and student voice and (4) the complexity of both challenging teachers' beliefs and providing support. These challenges seemed inherent in the work of developing collective responsibility and leaders tended to move along response continuum.

Research limitations/implications

This research highlights the importance of being intentional and transparent with staff members about both the nature of these tensions and their navigation, and opens up further questions in relation to leader, and teacher perceptions of tensions in creating collective responsibility for achieving school-improvement goals.

Practical implications

An understanding of the tensions that need to be navigated can help leaders and other educators to take effective action, scrutinize the reasoning behind decisions, and understand the inherent challenges faced.

Originality/value

Leadership tensions in creating collective responsibility are explored and implications for leadership practice and learning considered.

中文翻译：

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在创造集体责任的过程中应对领导层的紧张局势

目的

本研究的目的是使用集体责任理论视角来检查三位校长的工作，因为他们专注于全校范围的目标设定过程，以实现有价值的学生成就目标。负责人在创建集体责任时面临的紧张局势进行了检查，以便有意识地应对这些紧张局势。

设计/方法/方法

三所新西兰学校的定性案例研究包括对校长、中层领导和教师的访谈数据。采用了归纳和演绎的主题分析方法。

发现

校长面临四个主要的紧张局势：(1) 是促进自我还是集中指导以及自愿或强制性的专业学习；(2) 如何平衡自上而下和中上过程的问责制；(3) 整合教育者和学生声音的方法，以及 (4) 挑战教师信念和提供支持的复杂性。这些挑战似乎是发展集体责任的工作所固有的，领导者倾向于沿着响应连续体前进。

研究限制/影响

这项研究强调了在这些紧张局势的性质及其导航方面对工作人员有意识和透明的重要性，并提出了有关领导者的进一步问题，以及教师在为实现学校改进目标创造集体责任时对紧张局势的看法。

实际影响

了解需要应对的紧张局势可以帮助领导者和其他教育工作者采取有效行动，仔细审查决策背后的推理，并了解面临的固有挑战。

原创性/价值

探索了在创造集体责任过程中的领导压力，并考虑了对领导实践和学习的影响。