ABSTRACT

The study reported in this paper examined the leadership practices of successful principals leading teaching and learning in deprived Nigerian school contexts. The critical question is: ‘What are the leadership practices of principals leading teaching and learning in successful schools in a deprived Nigerian context?’ Data was generated through narrative interviews with purposively sampled principals. Following this, it was analyzed through narrative analysis and analysis of narratives. The findings revealed several leadership practices exerted by the participating principals, which reflected varied approaches to leadership. Drawing from the participating principals’ leadership practices, we conclude that a transforming-heroic approach characterizes their leadership. Furthermore, the findings show that contextual realities of deprived school contexts demanded certain leadership practices from the participating principals. In return, they exerted context-relevant practices such as caring leadership and leading with a high level of commitment. This reciprocal exchange shows that a deprived context may shape or reshape principals’ professional identities, and likewise, the principals may shape or reshap their school contexts.

摘要

本文报道的研究调查了在贫困的尼日利亚学校环境中成功领导校长领导教学的领导实践。关键问题是：“在被剥夺尼日利亚的背景下，成功的学校中校长领导教学的领导实践是什么？” 数据是通过对有目的取样的校长的叙述性采访而产生的。在此之后，通过叙事分析和叙事分析对其进行了分析。调查结果揭示了参与的校长所采取的几种领导实践，这反映了领导方法的不同。从参与的校长的领导实践中得出的结论是，转变英雄主义的方法是他们领导的特征。此外，研究结果表明，被剥夺学校背景的现实环境要求参与校长采取某些领导实践。作为回报，他们运用了与情境相关的实践，例如关怀领导和高度承诺。这种相互的交流表明，被剥夺的情境可能会塑造或重塑校长的职业身份，同样，校长也可能会塑造或重塑他们的学校情境。