Abstract

This qualitative study followed the work of 12 principals and their supervisors to understand the concept of joint work as consequential for principals’ learning and practice development. Research questions centered on the principal supervisor and principal’s key work tasks and the situational contexts in which they occurred. Findings revealed that key joint work tasks included development of tools; classroom observations; and planning, facilitating, and reflecting on leading teams. These tasks occurred both in a dyad and in the context of school-based teams. Joint work in teams led to greater opportunities for principals’ and other school based leaders’ instructional leadership learning.

摘要

这项定性研究跟踪了 12 位校长及其主管的工作，以了解联合工作的概念对校长学习和实践发展的影响。研究问题集中在校长和校长的主要工作任务及其发生的情境。调查结果显示，关键的联合工作任务包括开发工具；课堂观察；规划、促进和反思领导团队。这些任务既发生在二元组中，也发生在学校团队的背景下。团队合作为校长和其他学校领导的教学领导力学习带来了更多机会。