Kvalifiseringsbehov og kompetanseutvikling av rektorer i videregående skoler
Try, Jørund (2017-06-16)
Try, Jørund
Åbo Akademis förlag - Åbo Akademi University Press
16.06.2017
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Julkaisun pysyvä osoite on
https://urn.fi/URN:ISBN:978-951-765-861-4
https://urn.fi/URN:ISBN:978-951-765-861-4
Tiivistelmä
The purpose of this study is to examine experienced qualification needs and relevant qualifications procedures for school principals in upper secondary education, specified in the following question: What qualifications do school principals in upper secondary education believe they need in both administrative and pedagogical fields, and how are these needs expected to be fulfilled? This study's methodological foundation in phenomenography is based upon principals understanding of the surrounding world through their consciousness and experiences. According to Kroksmark (2007), phenomenography is a research methodology associated with the way in which something is perceived in a particular context. The central aspect of this approach is delineating the content of that which is perceived, i.e. which qualification needs are desirable and which qualifications are relevant. In this study, needs and methods are analyzed as they appear to the respondents and to me. A qualitative study is carried out using interviews conducted among a selected group of 20 school principals.
In the study, the results, as they apply to administrative tasks, are primarily related to systems and rules of an overarching nature. This applies first and foremost to the implementation of leadership in the managerial part of the organization. Pedagogical leadership, meanwhile, pertains to the implementation of learning processes and development among students and staff in upper secondary schools. The first area of discussion will focus on qualification needs. This encompasses knowledge and skills school principals believe they require, i.e. adaptation and cooperation abilities, in addition to the creativity needed by the individual to accomplish mandatory leadership tasks, based on individual and societal needs, aims, and demands. While examining qualification needs, the study addresses core topics such as organization, interplay, school development, and the financial-administrative field. Organisation relates to social units, constructs, or phenomena included in further social environments. Interplay applies to interpersonal relations which include information, in terms of work and social implementations which in turn require adaptations to norms, rules of play, and strategies. Scholastic development has a creative foundation, which encompasses renewal and growth in upper secondary education. In the financial-administrative field, which forms a relatively strong, overarching framework for the operation of upper secondary schools, the key elements are financial issues and personnel management.
The second area of the study, qualification, pertains to the necessary ability, knowledge, and skills for the implementation of initiatives and processes needed to cover emerging qualification needs for increased insight. The respondents tend to particularly focus on qualifications obtained through continuing education courses, experience in other organizations, and through peer advising. Thematically, theoretical increases in qualifications occur, which can be used to explain phenomena or actions when specific conditions are present. However, experiential learning, i.e. the execution of practical tasks and completion of experiential exchanges through information and communication exchanges in social interplay, is emphasised as the most qualifying initiative.
In the study, the results, as they apply to administrative tasks, are primarily related to systems and rules of an overarching nature. This applies first and foremost to the implementation of leadership in the managerial part of the organization. Pedagogical leadership, meanwhile, pertains to the implementation of learning processes and development among students and staff in upper secondary schools. The first area of discussion will focus on qualification needs. This encompasses knowledge and skills school principals believe they require, i.e. adaptation and cooperation abilities, in addition to the creativity needed by the individual to accomplish mandatory leadership tasks, based on individual and societal needs, aims, and demands. While examining qualification needs, the study addresses core topics such as organization, interplay, school development, and the financial-administrative field. Organisation relates to social units, constructs, or phenomena included in further social environments. Interplay applies to interpersonal relations which include information, in terms of work and social implementations which in turn require adaptations to norms, rules of play, and strategies. Scholastic development has a creative foundation, which encompasses renewal and growth in upper secondary education. In the financial-administrative field, which forms a relatively strong, overarching framework for the operation of upper secondary schools, the key elements are financial issues and personnel management.
The second area of the study, qualification, pertains to the necessary ability, knowledge, and skills for the implementation of initiatives and processes needed to cover emerging qualification needs for increased insight. The respondents tend to particularly focus on qualifications obtained through continuing education courses, experience in other organizations, and through peer advising. Thematically, theoretical increases in qualifications occur, which can be used to explain phenomena or actions when specific conditions are present. However, experiential learning, i.e. the execution of practical tasks and completion of experiential exchanges through information and communication exchanges in social interplay, is emphasised as the most qualifying initiative.
Kokoelmat
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