Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 18 Sayı: 76, 93 - 112, 31.07.2018

Öz

Kaynakça

  • Adair, J. (2000). How to find your vocation. Norwich: Canterbury Press.
  • Addison, B. (2009). A feel for the game – a Bourdieuian analysis of principal leadership: A study of Queensland secondary school principals. Journal of Educational Administration and History, 41(4), 327-341.
  • Anderson, G. L., & López, A. (2017). Resisting and reclaiming the global discourse of leadership. In D. Waite & I. Bogotch (Ed.), The Wiley international handbook of educational leadership (pp. 157-174). Hoboken, NJ: John Wiley & Sons.
  • Bakker, J.I. (2010). Ontology In A.J. Mills, G. Durepos, & E. Wiebe (Ed.), Encyclopedia of case study research volume 2 (pp. 628-631). Thousand Oaks, CA: Sage.
  • Bottery, M. (2016). Educational leadership for a more sustainable world. London: Bloomsbury.
  • Bryman, A. (2001). Social research methods. Oxford: Oxford University Press.
  • Bubb, S., & Earley, P. (2004). Managing teacher workload: Work-life balance and wellbeing. London: Paul Chapman Publishing.
  • Burgess, H. Sieminski, S., & Arthur, L. (2006). Achieving your doctorate in education. London: Sage Publications.
  • Bush, T. (2003). Theories of educational leadership and management. London: Sage.
  • Camburn, E.M., Spillane, J.P., & Sebastian, J. (2010). Assessing the utility of a daily log for measuring principal leadership practice. Educational Administration Quarterly, 46(5), 707-737.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge.
  • Coolahan, J. (1981). Irish education: History and structure. Dublin: Institute of Public Administration.
  • CPSMA. (2017). Catholic primary school management association. Retrieved November, 7, 2017, from https://www.cpsma.ie/
  • Crippen, C. (2012). Enhancing authentic leadership–followership: Strengthening school relationships. Management in Education 26(4), 192–198.
  • CSL. (2017). The centre for school leadership. Retrieved November, 7, 2017, from http://www.cslireland.ie/
  • Day, C. (2007). What being a successful principal really means: An international perspective. Educational Leadership and Administration, 19, 13-24.
  • Day, C., & Smethem, L. (2009). The effects of reform: have teachers really lost their sense of professionalism? Journal of Educational Change, 10(2-3), 141-157.
  • DES Department of Education and Skills. (2016). Annual statistics report 2015/2016. Retrieved August, 17, 2016, from https://www.education.ie/en/Publications/Statistics/Statistical-Reports/
  • Drea, E., & O’Brien, J. (2003). Defining the role of the primary principal in Ireland. Dublin: HayGroup Management Consultants.
  • Dubin, A.E. (2006). Conversations with principals: Issues, values and politics. Educational Leadership and Administration, 18, 85-97.
  • Eidlin, F. (2010). Reality In A.J. Mills, G. Durepos, & E. Wiebe (Ed.), Encyclopedia of case study research volume 2 (pp. 781-783). Thousand Oaks, CA: Sage.
  • Fink, D. (2005). Leadership for mortals. London: Paul Chapman Publishing.
  • Fullan, M. (2014). Leading in a culture of change: Personal action guide and workbook. Hoboken, NJ: John Wiley & Sons.
  • Gillham, B. (2000). Case study research methods. London: Continuum.
  • Glatter, R. (2014). Educational administration 1969-2014: Reflections on pragmatism, agency and reform. Journal of Educational Administration and History, 46(3), 351-366. doi:10.1080/00220620.2014.919904
  • Green, F. (2000). The head teacher in the 21st century: Being a successful school leader. London: Pearson Education.
  • Gunter, H. (2001). Leaders and leadership in education. London: Paul Chapman publishing.
  • Gunter, H. M., & Fitzgerald, T. (2013). New Public Management and the modernisation of education systems 1. London: Taylor & Francis.
  • Gunter, H. (2016). An intellectual history of school leadership practice and research. London: Bloomsbury.
  • Hall, V. & Southworth, G. (1997). Headship. School Leadership and Management, 17(2), 151-170.
  • Hall, D., Møller, J., Schratz, M., & Serpieri, R. (2017). From Welfarism to Neo‐Liberalism: Conceptualizing the diversity in leadership models in Europe. In D. Waite & I. Bogotch (Ed.), The Wiley international handbook of educational leadership (pp. 311-334). Hoboken, NJ: John Wiley & Sons.
  • Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221-239.
  • Harris, B. (2007). Supporting the emotional work of school leaders. London: Paul Chapman Publishing.
  • Hinds, D. (2000). Research instruments. In D. Wilkinson, The researcher’s toolkit: A complete guide to practitioner research (p.41-54). London: RoutledgeFalmer.
  • INTO. (2017). Irish national teachers’ organisation. Retrieved November, 1, 2017, from https://www.into.ie/ROI/
  • IPPN. (2017). Irish primary principals’ network. Retrieved November, 1, 2017, from http://www.ippn.ie/ Ireland. (1998). The education act. Retrieved November, 7, 2017 from http://www.irishstatutebook.ie/1998/en/act/pub/0051/index.html
  • Iszatt-White, M. (2011). Methodological crises and contextual solutions: An ethnomethodologically informed approach to understanding leadership. Leadership, 7(119), 119-135.
  • Janesick, V.E. (2010). Oral history for the qualitative researcher: Choreographing the story. New York: The Guilford Press.
  • Kelchtermans, G., Piot, L. & Ballet, K. (2011). The lucid loneliness of the gatekeeper: Exploring the emotional dimension in principals’ work lives. Oxford Review of Education, 37(1), 93-108.
  • Kuhn, T.S. (1996). The structure of scientific revolutions. Chicago: University of Chicago Press. LDS Leadership Development for Schools. (2007). Improving school leadership: country background report – Ireland. OECD activity. Ennis: Clare Education Centre.
  • Lemmens, P., Knibbe, R.A., & Tan, F. (1988). Weekly recall and daily estimates of alcohol consumption in a general population survey. Journal of Studies on Alcohol and Drugs 53, 476-486.
  • Linstead, S.A. (2010). Postmodernism In A.J. Mills, G. Durepos, & E. Wiebe (Ed.), Encyclopedia of case study research volume 2 (pp. 694-700). Thousand Oaks, CA: Sage.
  • LRC Labour Relations Commission. (2017). The Lansdowne Road Agreement. Retrieved January, 29, 2017 from http://www.into.ie/ROI/LansdowneRoadAgreement/Downloads/LandsdowneRdAgreement.pdf
  • McDonald, V. (2008). Leadership issues for principal teachers. Oideas, 53, 27-40. Dublin: Department of Education and Science.
  • McGovern, E.M. (2016). From aspiration to succession and transition: An exploration study of the fundamental principles of sustainable school leadership from the perspectives of newly appointed principals in Irish primary education. Unpublished Doctoral dissertation. Dublin: Dublin City University.
  • Miles, M.B., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook. London: Sage.
  • Moos, L., Johansson, O., & Day, C. (2011). How school principals sustain success over time: international perspectives. Dordrecht NL: Springer.
  • Morgan, M., & Sugrue, C. (2008). The Seven challenges and four rewards of being a school principal: Results of a national survey. Oideas 53, 8-26. Dublin: Department of Education and Science.
  • Niesche, R., & Thomson, P. (2017). Freedom to what ends? — School autonomy in neoliberal times. In D. Waite & I. Bogotch (Eds.), The Wiley international handbook of educational leadership (pp. 193-206). Hoboken, NJ: John Wiley & Sons
  • O’Leary, Z. (2005). Researching real world problems: A guide to methods of inquiry. London: Sage Publications.
  • Palmer, P.J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.
  • PDST. (2017). Professional development service for teachers. Retrieved January, 29, 2017 from http://www.pdst.ie/
  • Poland, B.D. (2002). Transcription quality. In J. Gubrium, & J. Holstein (Ed.), Handbook of interview research: Context and method (pp. 629-651). Thousand Oaks: Sage.
  • Potter, D., Reynolds, D. & Chapman, C. (2002). School improvement for schools facing challenging circumstances: A review of research and practice. School Leadership & Management, 22(3), 243–256.
  • Ribbins, P., & Marland, M. (1994). Headship matters: Conversations with seven secondary school headteachers. Harlow: Longman.
  • Ryan, J., & Higginbottom, K. (2017). Politics, activism, and leadership for social justice in education. In D. Waite & I. Bogotch (Eds.), The Wiley international handbook of educational leadership (pp. 103-124). Hoboken, NJ: John Wiley & Sons
  • Ribbins, P. (2008). A life and career based framework for the study of leaders in education: problems, possibilities and prescriptions. In J.
  • Lumby, G. Crow & P. Paschiardis (Ed.), Educational management: refining theory, policy and practice (pp. 61-81). London: Paul Chapman.
  • Ryan, J. (2012). Struggling for inclusion: Educational leadership in a neo-liberal world. Charlotte, North Carolina: IAP.
  • Saltman, K. J., & Means, A. J. (2017). From “data‐driven” to “democracy‐driven” educational leadership: Navigating market bureaucracy and new technology in a 248 Post‐Fordist era. In D. Waite & I. Bogotch (Eds.), The Wiley international handbook of educational leadership (pp. 125-138). Hoboken, NJ: John Wiley &Sons
  • Scarlett, W.G. (2015). The sage encyclopedia of classroom management. London: Sage.
  • Scott, D., Brown, A., Lunt, I., & Thorne, L. (2004). Professional doctorates: Integrating professional and academic knowledge. Maidenhead: Open University Press.
  • Smith, N.J. (2009). Achieving your professional doctorate. Maidenhead: Open University Press.
  • Southworth, G. (2002). School leadership in English schools: Portraits, puzzles and identity. In A. Walker & C. Dimmock (Ed.) School leadership and administration: Adopting a cultural perspective (pp. 187-205). New York: RoutledgeFalmer.
  • Spindler, J. & Biott, C. (2005). Immediacy and distance: Intergenerational professional learning. In C. Sugrue (Ed.) Passionate principalship: Learning from the life histories of school leaders (pp. 123-135). London: Routledge.
  • Stake, R. (1995). The art of case study research. London: Sage.
  • Stynes, M. & McNamara, G. (2014). Walk a mile in my shoes: A case study of the everyday lives and work experiences of a group of Irish primary school principals. Unpublished Doctoral dissertation. Dublin: Dublin City University. Retrieved November, 7, 2017 from http://doras.dcu.ie/20154/
  • Starrat, R.J. (2005). Foreword. In C. Sugrue (Ed.) Passionate principalship: Learning from the life histories of school leaders (pp. xi-xiii). London: Routledge.
  • Sugrue, C. (2003). Principals’ professional development: Realities, perspectives and possibilities. Oideas, 50, 8-39. Dublin: Department of Education and Science.
  • Sugrue, C. (2005). (Ed.) Passionate principalship: Learning from the life histories of school leaders. London: Routledge.
  • Taysum, A. (2003). In search of the holistic leader. Management in Education 17(5), 9-12.
  • Taysum, A. (2013). The impact of doctoral study on educational leaders’ work for students’ participation in education systems and society. Educational Review 65(4), 432-446.
  • The Teaching Council. (2016). The teaching council. Retrieved November, 7, 2017 from http://www.teachingcouncil.ie/
  • Thomson, P. (2009). School leadership: Heads on the block. New York: Routledge.
  • Thrupp, M., & Willmott, R. (2003). Educational management in managerialist times. Maidenhead: Open University Press.
  • Tomlinson, H., Gunter, H., & Smith, P. (1999). Living headship: Voices, values and visions. London: Paul Chapman.
  • Troman, G. (2006). Headmasters, collaborative school cultures and school improvement: A changing relationship? Educational action research, 4(1), 119-144.
  • Weick, K.E. (1995). Sense making in organisations. London: Sage.
  • Woods, R. (2002). Enchanted headteachers: Sustainability in primary school headship. Nottingham: NCSL.
  • Yin, R.K. (2009). Case study research: Design and methods. Thousand Oaks, CA: Sage

An Analysis of Day to Day Activities of a Sample of Primary School Principals in Ireland

Yıl 2018, Cilt: 18 Sayı: 76, 93 - 112, 31.07.2018

Öz

Purpose: There is a vast quantity of research into principalship, mainly concentrating on macro level theorising about concepts such as ‘instructional’ leadership, ‘distributed’ leadership and a myriad of other notions of the role. In contrast there is very little work done on the messy and demanding day to day and hour to hour work of school principals and the experience, knowledge and skills that this requires and the intense stresses and strains placed on school leaders. In Ireland, as elsewhere, primary school principals meet the challenges of teaching, community leadership and on-site management in an era of continual change, in most cases with limited or no formal preparation. The rationale for this work is to balance research in the field by focusing on the micro tasks that make up the bulk of the principal’s role and to examine how school leaders cope with the job and how they respond to it. Research methods: A diverse group of 31 primary school principals from schools across Ireland generated data from the self-observed minutae of researcher-driven diaries and from a colourful spectrum of personal reflections in follow-up semi-structured qualitative interviews. Coding in NVivo and the querying of emergent themes through conceptual frameworks provided detailed evidence of a myriad of daily activities and experiences. Findings: This paper offers an exploration, in narrative form and with supporting evidence, of principals’ encounters with the constant minutiae of administration, dealing with the unexpected and interacting with staff. The daily practicalities of school governance and community leadership demand a considerable investment of time and personal interest and often little time for consideration of higher level macro theories of leadership. Implications for Research and Practice: As the boundaries between principals’ professional and personal lives blur significantly in the narrative, the evidence supports a generally held understanding that life’s journey as a school principal is demanding but worthwhile.

Kaynakça

  • Adair, J. (2000). How to find your vocation. Norwich: Canterbury Press.
  • Addison, B. (2009). A feel for the game – a Bourdieuian analysis of principal leadership: A study of Queensland secondary school principals. Journal of Educational Administration and History, 41(4), 327-341.
  • Anderson, G. L., & López, A. (2017). Resisting and reclaiming the global discourse of leadership. In D. Waite & I. Bogotch (Ed.), The Wiley international handbook of educational leadership (pp. 157-174). Hoboken, NJ: John Wiley & Sons.
  • Bakker, J.I. (2010). Ontology In A.J. Mills, G. Durepos, & E. Wiebe (Ed.), Encyclopedia of case study research volume 2 (pp. 628-631). Thousand Oaks, CA: Sage.
  • Bottery, M. (2016). Educational leadership for a more sustainable world. London: Bloomsbury.
  • Bryman, A. (2001). Social research methods. Oxford: Oxford University Press.
  • Bubb, S., & Earley, P. (2004). Managing teacher workload: Work-life balance and wellbeing. London: Paul Chapman Publishing.
  • Burgess, H. Sieminski, S., & Arthur, L. (2006). Achieving your doctorate in education. London: Sage Publications.
  • Bush, T. (2003). Theories of educational leadership and management. London: Sage.
  • Camburn, E.M., Spillane, J.P., & Sebastian, J. (2010). Assessing the utility of a daily log for measuring principal leadership practice. Educational Administration Quarterly, 46(5), 707-737.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge.
  • Coolahan, J. (1981). Irish education: History and structure. Dublin: Institute of Public Administration.
  • CPSMA. (2017). Catholic primary school management association. Retrieved November, 7, 2017, from https://www.cpsma.ie/
  • Crippen, C. (2012). Enhancing authentic leadership–followership: Strengthening school relationships. Management in Education 26(4), 192–198.
  • CSL. (2017). The centre for school leadership. Retrieved November, 7, 2017, from http://www.cslireland.ie/
  • Day, C. (2007). What being a successful principal really means: An international perspective. Educational Leadership and Administration, 19, 13-24.
  • Day, C., & Smethem, L. (2009). The effects of reform: have teachers really lost their sense of professionalism? Journal of Educational Change, 10(2-3), 141-157.
  • DES Department of Education and Skills. (2016). Annual statistics report 2015/2016. Retrieved August, 17, 2016, from https://www.education.ie/en/Publications/Statistics/Statistical-Reports/
  • Drea, E., & O’Brien, J. (2003). Defining the role of the primary principal in Ireland. Dublin: HayGroup Management Consultants.
  • Dubin, A.E. (2006). Conversations with principals: Issues, values and politics. Educational Leadership and Administration, 18, 85-97.
  • Eidlin, F. (2010). Reality In A.J. Mills, G. Durepos, & E. Wiebe (Ed.), Encyclopedia of case study research volume 2 (pp. 781-783). Thousand Oaks, CA: Sage.
  • Fink, D. (2005). Leadership for mortals. London: Paul Chapman Publishing.
  • Fullan, M. (2014). Leading in a culture of change: Personal action guide and workbook. Hoboken, NJ: John Wiley & Sons.
  • Gillham, B. (2000). Case study research methods. London: Continuum.
  • Glatter, R. (2014). Educational administration 1969-2014: Reflections on pragmatism, agency and reform. Journal of Educational Administration and History, 46(3), 351-366. doi:10.1080/00220620.2014.919904
  • Green, F. (2000). The head teacher in the 21st century: Being a successful school leader. London: Pearson Education.
  • Gunter, H. (2001). Leaders and leadership in education. London: Paul Chapman publishing.
  • Gunter, H. M., & Fitzgerald, T. (2013). New Public Management and the modernisation of education systems 1. London: Taylor & Francis.
  • Gunter, H. (2016). An intellectual history of school leadership practice and research. London: Bloomsbury.
  • Hall, V. & Southworth, G. (1997). Headship. School Leadership and Management, 17(2), 151-170.
  • Hall, D., Møller, J., Schratz, M., & Serpieri, R. (2017). From Welfarism to Neo‐Liberalism: Conceptualizing the diversity in leadership models in Europe. In D. Waite & I. Bogotch (Ed.), The Wiley international handbook of educational leadership (pp. 311-334). Hoboken, NJ: John Wiley & Sons.
  • Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221-239.
  • Harris, B. (2007). Supporting the emotional work of school leaders. London: Paul Chapman Publishing.
  • Hinds, D. (2000). Research instruments. In D. Wilkinson, The researcher’s toolkit: A complete guide to practitioner research (p.41-54). London: RoutledgeFalmer.
  • INTO. (2017). Irish national teachers’ organisation. Retrieved November, 1, 2017, from https://www.into.ie/ROI/
  • IPPN. (2017). Irish primary principals’ network. Retrieved November, 1, 2017, from http://www.ippn.ie/ Ireland. (1998). The education act. Retrieved November, 7, 2017 from http://www.irishstatutebook.ie/1998/en/act/pub/0051/index.html
  • Iszatt-White, M. (2011). Methodological crises and contextual solutions: An ethnomethodologically informed approach to understanding leadership. Leadership, 7(119), 119-135.
  • Janesick, V.E. (2010). Oral history for the qualitative researcher: Choreographing the story. New York: The Guilford Press.
  • Kelchtermans, G., Piot, L. & Ballet, K. (2011). The lucid loneliness of the gatekeeper: Exploring the emotional dimension in principals’ work lives. Oxford Review of Education, 37(1), 93-108.
  • Kuhn, T.S. (1996). The structure of scientific revolutions. Chicago: University of Chicago Press. LDS Leadership Development for Schools. (2007). Improving school leadership: country background report – Ireland. OECD activity. Ennis: Clare Education Centre.
  • Lemmens, P., Knibbe, R.A., & Tan, F. (1988). Weekly recall and daily estimates of alcohol consumption in a general population survey. Journal of Studies on Alcohol and Drugs 53, 476-486.
  • Linstead, S.A. (2010). Postmodernism In A.J. Mills, G. Durepos, & E. Wiebe (Ed.), Encyclopedia of case study research volume 2 (pp. 694-700). Thousand Oaks, CA: Sage.
  • LRC Labour Relations Commission. (2017). The Lansdowne Road Agreement. Retrieved January, 29, 2017 from http://www.into.ie/ROI/LansdowneRoadAgreement/Downloads/LandsdowneRdAgreement.pdf
  • McDonald, V. (2008). Leadership issues for principal teachers. Oideas, 53, 27-40. Dublin: Department of Education and Science.
  • McGovern, E.M. (2016). From aspiration to succession and transition: An exploration study of the fundamental principles of sustainable school leadership from the perspectives of newly appointed principals in Irish primary education. Unpublished Doctoral dissertation. Dublin: Dublin City University.
  • Miles, M.B., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook. London: Sage.
  • Moos, L., Johansson, O., & Day, C. (2011). How school principals sustain success over time: international perspectives. Dordrecht NL: Springer.
  • Morgan, M., & Sugrue, C. (2008). The Seven challenges and four rewards of being a school principal: Results of a national survey. Oideas 53, 8-26. Dublin: Department of Education and Science.
  • Niesche, R., & Thomson, P. (2017). Freedom to what ends? — School autonomy in neoliberal times. In D. Waite & I. Bogotch (Eds.), The Wiley international handbook of educational leadership (pp. 193-206). Hoboken, NJ: John Wiley & Sons
  • O’Leary, Z. (2005). Researching real world problems: A guide to methods of inquiry. London: Sage Publications.
  • Palmer, P.J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.
  • PDST. (2017). Professional development service for teachers. Retrieved January, 29, 2017 from http://www.pdst.ie/
  • Poland, B.D. (2002). Transcription quality. In J. Gubrium, & J. Holstein (Ed.), Handbook of interview research: Context and method (pp. 629-651). Thousand Oaks: Sage.
  • Potter, D., Reynolds, D. & Chapman, C. (2002). School improvement for schools facing challenging circumstances: A review of research and practice. School Leadership & Management, 22(3), 243–256.
  • Ribbins, P., & Marland, M. (1994). Headship matters: Conversations with seven secondary school headteachers. Harlow: Longman.
  • Ryan, J., & Higginbottom, K. (2017). Politics, activism, and leadership for social justice in education. In D. Waite & I. Bogotch (Eds.), The Wiley international handbook of educational leadership (pp. 103-124). Hoboken, NJ: John Wiley & Sons
  • Ribbins, P. (2008). A life and career based framework for the study of leaders in education: problems, possibilities and prescriptions. In J.
  • Lumby, G. Crow & P. Paschiardis (Ed.), Educational management: refining theory, policy and practice (pp. 61-81). London: Paul Chapman.
  • Ryan, J. (2012). Struggling for inclusion: Educational leadership in a neo-liberal world. Charlotte, North Carolina: IAP.
  • Saltman, K. J., & Means, A. J. (2017). From “data‐driven” to “democracy‐driven” educational leadership: Navigating market bureaucracy and new technology in a 248 Post‐Fordist era. In D. Waite & I. Bogotch (Eds.), The Wiley international handbook of educational leadership (pp. 125-138). Hoboken, NJ: John Wiley &Sons
  • Scarlett, W.G. (2015). The sage encyclopedia of classroom management. London: Sage.
  • Scott, D., Brown, A., Lunt, I., & Thorne, L. (2004). Professional doctorates: Integrating professional and academic knowledge. Maidenhead: Open University Press.
  • Smith, N.J. (2009). Achieving your professional doctorate. Maidenhead: Open University Press.
  • Southworth, G. (2002). School leadership in English schools: Portraits, puzzles and identity. In A. Walker & C. Dimmock (Ed.) School leadership and administration: Adopting a cultural perspective (pp. 187-205). New York: RoutledgeFalmer.
  • Spindler, J. & Biott, C. (2005). Immediacy and distance: Intergenerational professional learning. In C. Sugrue (Ed.) Passionate principalship: Learning from the life histories of school leaders (pp. 123-135). London: Routledge.
  • Stake, R. (1995). The art of case study research. London: Sage.
  • Stynes, M. & McNamara, G. (2014). Walk a mile in my shoes: A case study of the everyday lives and work experiences of a group of Irish primary school principals. Unpublished Doctoral dissertation. Dublin: Dublin City University. Retrieved November, 7, 2017 from http://doras.dcu.ie/20154/
  • Starrat, R.J. (2005). Foreword. In C. Sugrue (Ed.) Passionate principalship: Learning from the life histories of school leaders (pp. xi-xiii). London: Routledge.
  • Sugrue, C. (2003). Principals’ professional development: Realities, perspectives and possibilities. Oideas, 50, 8-39. Dublin: Department of Education and Science.
  • Sugrue, C. (2005). (Ed.) Passionate principalship: Learning from the life histories of school leaders. London: Routledge.
  • Taysum, A. (2003). In search of the holistic leader. Management in Education 17(5), 9-12.
  • Taysum, A. (2013). The impact of doctoral study on educational leaders’ work for students’ participation in education systems and society. Educational Review 65(4), 432-446.
  • The Teaching Council. (2016). The teaching council. Retrieved November, 7, 2017 from http://www.teachingcouncil.ie/
  • Thomson, P. (2009). School leadership: Heads on the block. New York: Routledge.
  • Thrupp, M., & Willmott, R. (2003). Educational management in managerialist times. Maidenhead: Open University Press.
  • Tomlinson, H., Gunter, H., & Smith, P. (1999). Living headship: Voices, values and visions. London: Paul Chapman.
  • Troman, G. (2006). Headmasters, collaborative school cultures and school improvement: A changing relationship? Educational action research, 4(1), 119-144.
  • Weick, K.E. (1995). Sense making in organisations. London: Sage.
  • Woods, R. (2002). Enchanted headteachers: Sustainability in primary school headship. Nottingham: NCSL.
  • Yin, R.K. (2009). Case study research: Design and methods. Thousand Oaks, CA: Sage
Toplam 80 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Martin Stynes Bu kişi benim

Gerry Mcnamara Bu kişi benim

Joe O’hara Bu kişi benim

Yayımlanma Tarihi 31 Temmuz 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 18 Sayı: 76

Kaynak Göster

APA Stynes, M., Mcnamara, G., & O’hara, J. (2018). An Analysis of Day to Day Activities of a Sample of Primary School Principals in Ireland. Eurasian Journal of Educational Research, 18(76), 93-112.
AMA Stynes M, Mcnamara G, O’hara J. An Analysis of Day to Day Activities of a Sample of Primary School Principals in Ireland. Eurasian Journal of Educational Research. Temmuz 2018;18(76):93-112.
Chicago Stynes, Martin, Gerry Mcnamara, ve Joe O’hara. “An Analysis of Day to Day Activities of a Sample of Primary School Principals in Ireland”. Eurasian Journal of Educational Research 18, sy. 76 (Temmuz 2018): 93-112.
EndNote Stynes M, Mcnamara G, O’hara J (01 Temmuz 2018) An Analysis of Day to Day Activities of a Sample of Primary School Principals in Ireland. Eurasian Journal of Educational Research 18 76 93–112.
IEEE M. Stynes, G. Mcnamara, ve J. O’hara, “An Analysis of Day to Day Activities of a Sample of Primary School Principals in Ireland”, Eurasian Journal of Educational Research, c. 18, sy. 76, ss. 93–112, 2018.
ISNAD Stynes, Martin vd. “An Analysis of Day to Day Activities of a Sample of Primary School Principals in Ireland”. Eurasian Journal of Educational Research 18/76 (Temmuz 2018), 93-112.
JAMA Stynes M, Mcnamara G, O’hara J. An Analysis of Day to Day Activities of a Sample of Primary School Principals in Ireland. Eurasian Journal of Educational Research. 2018;18:93–112.
MLA Stynes, Martin vd. “An Analysis of Day to Day Activities of a Sample of Primary School Principals in Ireland”. Eurasian Journal of Educational Research, c. 18, sy. 76, 2018, ss. 93-112.
Vancouver Stynes M, Mcnamara G, O’hara J. An Analysis of Day to Day Activities of a Sample of Primary School Principals in Ireland. Eurasian Journal of Educational Research. 2018;18(76):93-112.