Leadership culture in school education

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Leadership culture defines and establishes a way of shaping school life by leaders in the school context. Ideas and offers are developed and named for managers and co-managers in a virtual room, they give impulses and stimulate discourse.

definition

Leadership culture in the school pedagogical context is vision-guided leadership action in holistic management responsibility as personal and social, meaning-orientated, organizational and systemic feeling, thinking and influencing to fulfill and achieve common tasks and goals in shared responsibility.

School educational environment

Social change, recent research results, evidence-based school data and public school criticism are changing the demands and tasks of school leadership responsibility. They call for awareness of leadership ideals and patterns and for people to turn to contextual leadership and the participative design of schools. In addition, it is necessary to turn to the social and political environment of the school as the focus of its present and future social tasks.

Dimensions

The five "dimensions" named below are anchors for the forms of school leadership thinking and leadership action (cf. also cultural level model ).

Personal dimension

The personal design forms are based on personal dignity as respect for each other as an ethical category and moral attitude.

Culture becomes part of leadership when the leading person thinks and acts independently and responsibly towards the employees in the professional field. Respect for freedom as a responsibility, human dignity and human rights, and children's rights in particular, are fundamental and guiding principles for action.

Social dimension

The social forms of organization shape management culture as trusting, participatory and effective relationship work. Leadership is seen as a reciprocal, meaning-oriented process for fulfilling and achieving common tasks and goals.

Culture becomes part of leadership by inspiring and stimulating people to share values, agree on norms and practice rituals.

Meaning-oriented dimension

The sense-oriented forms of design generate a perceptible congruence in connection with values ​​(such as responsibility, appreciation, respect, credibility, reliability, satisfaction, equality, solidarity, subsidiarity, justice, honesty) through management action . These action values ​​are based in the relationship with the self, in the relationship with you (social relationships), in the relationship with the environment and in the relationship to meaningful action (tasks, activities). They can be recognized by striving for positively connoted states and by avoiding connotatively undesirable states.

Culture becomes part of leadership in that its action values ​​are responsible for actual action and striving and not only determine the failure to act like norms and rules (consequences of non-compliance). Management culture-bound action values ​​do not strive for clearly defined goals, rather ideal states than real utopias and action orientations in freedom.

Organizational dimension

The organizational forms of school management are primarily based on the challenges of location-based school and teaching development. Leadership as the assumption of coordinative responsibility for subsidiary development and decisions becomes culture through the lively self- image of shared leadership as a dialogical inner and community life of the school.

Culture becomes part of leadership in that it develops and shapes itself through the establishment and further development of targeted and effective internal structures (as forms of joint learning, professional learning communities, intelligent infrastructure, collectively usable knowledge management, etc.) and transparent external structures (lived school partnership, active media work , regional networking, school as a public meeting place, etc.).

Systemic dimension

The systemic forms of design consider school activity in a holistic context. Leadership is characterized by responsible systemic reflection on the school and its surroundings, guided for example by systemic reflection on evidence and target images.

Culture becomes part of leadership in that it considers the external view and representation of the school in terms of its educational objectives, the cultivated forms of teaching and the artistic, social and spiritual expressions of life of the school community.

Individual evidence

  1. ↑ Michael Schratz, Christian Wiesner, David Kemethofer, Ann C. George, Erwin Rauscher, Silvia Krenn, Stefan G. Huber: School management in transition: Requirements for a result-oriented management culture . In: Michael Bruneforth, Ferdinand Eder, Konrad Krainer, Claudia Schreiner, Andrea Seel, Christiane Spiel (eds.): National Education Report Austria 2015, Volume 2: Focused analyzes of key educational policy issues . Leykam, Graz 2016, p. 221-262 .

literature

  • Walter A. Fischer, Michael Schratz: Managing and shaping schools: into the future with a new management culture. 2nd updated edition. Studienverlag, Innsbruck 1999, ISBN 978-3-706514439 .
  • Sharon D. Kruse, Karen Seashore Louis: Building strong school cultures: A guide to leading change. Corwin Press, Thousand Oaks California 2009, ISBN 978-1-412951821 .
  • Armin Lohmann: Running schools effectively: How school management actions increase the quality of schools and teaching. Carl Link Verlag, Cologne 2013, ISBN 978-3-556062463 .
  • Erwin Rauscher: School is WE: Doing better instead of bad talking. Residenz-Verlag, St. Pölten 2012, ISBN 978-3-701732784 .
  • Christian Wiesner: On the incorrigibility of theories. In: Erwin Rauscher (Ed.), From the teacher to the teacher personality . Studienverlag, Innsbruck 2015, ISBN 978-3-7065-5808-2 .
  • Margret Ruep, Michael Schratz: Value and values ​​of leadership in school. In: Journal for Teacher Education . (11) H. 1, pp. 31-37.
  • C. Otto Scharmer, Katrin Buyer: Leading from the future: from the egosystem to the ecosystem economy; Theory U in practice. Carl-Auer, Heidelberg 2014, ISBN 978-3-8497-0042-3 .
  • H. Edgar Schein: organizational culture. EHP, Bergisch Gladbach 2010, ISBN 978-3-897970144 .
  • Wilfried Schley, Michael Schratz: Developing Leaders, Building Networks, Changing Schools through System Leadership. In: John MacBeath, Tony Townsend (Eds.): International Handbook of Leadership for Learning . Springer, New York 2010, ISBN 978-9400713499 , pp. 267-296.
  • Michael Schratz, Martin Hartmann, Wilfried Schley: Managing schools effectively. Analysis of innovative leadership in practice. Waxmann, Münster 2010, ISBN 978-3-830923138 .
  • Michael Schratz, Hans A. Pant, Beate Wischer: The quality of teaching and its conditions on the test bench. In: Michael Schratz, Hans A. Pant, Beate Wischer (eds.): What schools! Quality of teaching - examples of good practice . Klett Kallmeyer, Seelze 2015, ISBN 978-3-780048349 , pp. 8-15.
  • Michael Schratz, Christian Wiesner, David Kemethofer, Ann C. George, Erwin Rauscher, Silvia Krenn, Stefan G. Huber: School management in transition: Requirements for a result-oriented management culture. In: Michael Bruneforth, Ferdinand Eder, Konrad Krainer, Claudia Schreiner, Andrea Seel, Christiane Spiel (eds.), National Education Report Austria 2015, Volume 2: Focused analyzes of key educational policy issues . Leykam, Graz 2016, doi: 10.17888 / nbb2015-2-7 , pp. 221–262.
  • Karen Seashore Louis, Boudewijn van Velzen (Ed.): Educational policy in an international context: Political culture and its effects. Palgrave Macmillan, New York 2012, ISBN 978-0-230340411 .
  • Louise Stoll, Hunter Moorman, Sybille Rahm: Building leadership capacity for system improvement in Austria. In: Beatriz Pont, Deborah Nusche, David Hopkins (Eds.): Improving School Leadership: Case studies on system leadership . Volume 2. OECD, Paris 2008, pp. 215-252.