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Portraits of UK Black and South Asian headteachers five years on: Leadership retention in the age of academization
Educational Management Administration & Leadership ( IF 2.569 ) Pub Date : 2021-05-03 , DOI: 10.1177/17411432211009896
Lauri Johnson

This article analyzes the career trajectories of eight Black and South Asian headteachers who were part of a larger study of three generations of Black, Asian, and Minority Ethnic (BAME) headteachers (28) interviewed in 2015 (Johnson, 2017). Using a longitudinal life history approach and portraiture, it seeks to answer the question, “How do Black and South Asian headteachers narrate their career progression and leadership values over time?” In particular, I explore the growth of academization and the formation of Multi-Academy Trusts (MATs) on the work lives of Black and South Asian headteachers and the role of autonomy, value alignment, and professional support on their leadership retention.



中文翻译:

英国黑人和南亚校长五年的画像:学术化时代的领导力保留

本文分析了八位黑人和南亚校长的职业轨迹,这是对2015年接受采访的三代黑人,亚裔和少数民族(BAME)校长(28)进行的一项较大研究的一部分(Johnson,2017)。通过纵向的生活史方法和肖像画,它试图回答以下问题:“黑人和南亚校长如何描述自己的职业发展和领导力价值观?” 特别是,我探讨了黑人和南亚校长的工作生活中学术化的发展和多学院信托(MAT)的形成,以及自治权,价值取向和专业支持在领导力保留方面的作用。

更新日期:2021-05-03
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