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|Other Titles:||Difficulties Facing the Accountability Leadership of Junior High School Principals and the Strategies They Employ: A Qualitative Approach|
Wen-Chuan Chang, Chi-Wen Fan, Cheng-Hung Chen
National Taiwan Normal University
This study investigated the difficulties junior high school principals face regarding accountability leadership and examined strategies for resolving problems. A qualitative research method was employed, and a grounded theory approach was used for coding and analysis. The first investigation stage consisted of a focus group discussion chiefly intended to gain an understanding of the difficulties encountered and strategies used in accountability leadership. The case interviews employed in the second stage built upon the results of the focus group discussion, and purposive sampling was used to identify the practical behavior of the interviewees. The results of this study are as follows: First, the difficulties encountered in accountability leadership—owing to resistance from “individual and group” and “structure and culture”—include: (1) conflict situations and an inbalance between power and responsibility; (2) school members’ belief gaps and distrust; (3) the conservative culture in the teaching community; and (4) community expectations and resistance. Second, the strategies used in accountability leadership—which involve the construction of mutual supportsystems for “individual and group” as well as “institution and culture”—include the shaping of vision and empowerment, emphasizing educational meaning and commitment, cultivating norms for assuming responsibility, improving parent-teacher coaccountability, and promoting a trustworthy brand. Third, it is crucial that a principal’s belief and empowerment be emphasized during the exertion of accountability leadership. Fourth, establishing a normative culture of teachercoaccountability through communication is critical if principals are to enforce accountability leadership among group members.
|Appears in Collections:||教育科學研究期刊|
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