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SUMMARY:Educational Leadership in Romanian Upper-Secondary Schools: Eviden
 ce from  - Sonia Ilie\, Faculty of Education\, University of Cambridge
DTSTART:20121127T130000Z
DTEND:20121127T140000Z
UID:TALK41651@talks.cam.ac.uk
CONTACT:Ting Ding
DESCRIPTION:In this paper I present the results of a mixed-methods investi
 gation of educational leadership in Romanian upper-secondary schools. In a
  sample of fourteen institutions\, teachers responded to a questionnaire e
 liciting perceptions of leadership practices by the school head teachers. 
 The same practices constituted the basis of a series of semi-structured in
 terviews with the heads\, whose main conclusions were integrated with thos
 e of the quantitative data analysis. Results confirmed initial theoretical
  assumptions about the nature of the leadership practices\, grouping the 1
 8 activities included in the measurement scale in four dimensions of pract
 ice: setting the school’s goals and mission\, promoting teachers’ prof
 essional development\, coordinating learning and teaching and the implemen
 tation of the curriculum\, and creating a safe and secure learning and tea
 ching environment. Across all these dimensions\, teachers’ ratings of sc
 hool leaders’ actions were particularly high\, with few significant betw
 een-school differences. This homogeneity of practices emerged from the int
 erviews as being based in a set of stringent external pressures. These con
 straints were viewed by a majority of school leaders as severely limiting 
 their repertoire of leadership activities and as also directly connected t
 o high levels of perceived poverty\, across all school stakeholders and le
 vels.
LOCATION:Room 2S5\, Donald McIntyre Building\, Faculty of Education\, 184 
 Hills Road\, Cambridge
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