Society perceives the role of school leaders as 'fixers'. Yet the author poses some confronting questions: can they fix or manage the out-of-field phenomenon without having in-depth knowledge and understanding? Can educators teach the next generation of teachers and school leaders without appreciating the realities of the workplace? Can policymakers develop effective policies without a deeper understanding of the workforce issues that influence quality education beyond the obvious issues?
Many dilemmas face today's teaching workforce and workplaces. The book takes the reader on a journey as experienced in real life by teachers and school leaders. It aims an extreme global focus on the quality of education and on governments' achievements in providing opportunities to prepare the next generation of students for their future.
The author's assessment exposes more concerns than assurances.
Anna du Plessis' academic career includes more than 25 years of classroom experience across three countries. Her journey in leadership positions started during her fourth year of teaching. Her compassion for teachers, school leaders and students stimulated a search for a deeper understanding of the lifeworld and challenges facing educational practitioners.
The objective in this book is to share information that will improve education systems, strategies, decisions, policies and actions. Readers of this book might be parents, student teachers, prospective school leaders, educational directors, policymakers or teacher educators.
Only knowing and understanding can inform well-directed decisions.
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ISBN-13
978-94-6300-953-9 (9789463009539)
DOI
10.1007/978-94-6300-953-9
Schweitzer Klassifikation
Foreword; Preface; The Meaning of Out-of-Field Teaching for Educational Leadership: If We Just Knew.; Introduction; A Bourdieusian Standpoint on School Leadership; Mapping the School Leadership Field; Definitions of Concepts; A Survey Tool: Information for School-Leaders; Summary; Seeking Answers in Literature: Is "The Office" an Obstacle for Effective Leadership?; Introduction; Misconceptions about the Out-of-Field Phenomenon Are Widespread; Pressure on School Leadership; Implications of Out-of-Field Placements for Teachers and School Leadership; Defining Quality Teaching; Teaching Characteristics and the Learning Environment; Productivity and Out-of-Field Teaching; School-Leaders' Effectiveness within the Out-of-Field Phenomenon's Space; The Out-of-Field Phenomenon's Influence on Teachers as Professionals; The Out-of-Field Phenomenon and Teachers as Resource Investments; Inter-Relations between Literature Reviewed and the Study; The Importance of Knowing for School Leadership; Building Healthy School Communities; Looking through Different Lenses: Evidence-Based Information Improves Healthy School Communities; Introduction; School-Leaders' Accountability to the School Community; Empathy and Trust Build the School Community; The Out-of-Field Phenomenon, Collaboration and the Meaning for School Communities; Leaders' Role in Building a Healthy Community; Summary; Turning the Teaching Workforce and Workplace around with Open Discussions; Introduction; Learning from Actual Experiences; The Influences on the Teaching Workforce: Epistemological and Intuitive; Introduction; Influence on Leaders and Leadership Styles; Leadership Models, Change and Transformation; Leadership and the Purpose of Schools; The Organisational and Academic Climate; School Leadership, Decision-Making and Policies; Leadership and Valuing Staff; Summary; What to Do with This Information? Where to Focus?; Introduction; Concluding Remarks Linked to International Literature; Summary; Out-of-Field Teachers Matter!: Plan and Strategise; Introduction; Forum Discussions; Collaborative Decision-Making; Adjustments to Leadership Styles; Support at Education Departmental and Governmental Level; Targeted Professional Learning and Development Opportunities; Internal Professional Learning; Recruitment Policies and Procedures; Reflection on Organisational Effectiveness; Legislation and School Leadership; School Community's Awareness and Involvement; Leadership and Action Research; Professional Learning and Support Programs for Out-of-Field Teachers; Professional Learning and Development Programs for School-Leaders; Emotional and Psychological Footprints of the Phenomenon on Teachers; Career Decisions of Beginning and Experienced Teachers; The Financial Impact on Education Systems and Governments; Different Perceptions about the Phenomenon; Conflict between School-Leaders' Needs and Education Systems' Support; Synchronised Procedures for Teacher Recruitment and Assignments; Appendix 1: Action Research Tool for School-Leaders to Know More about Their Teachers; Appendix 2: Cannas-School Leadership Model; Appendix 3: From Novice to Expert and Master Teacher; Glossary; References.
