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Brauckmann, Stefan; Geißler, Gert; Feldhoff, Tobias; Pashiardis, Petros:

Instructional leadership in Germany
An evolutionary perspective

In: International Studies in Educational Administration, 44 (2016) 2 , 5-20


Document type
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Bildungsgeschichte, Deutschland, Empirische Forschung, Führungskraft, Führungsstil, Geschichte (Histor), Gymnasium, Kompetenz, Lehrer, Schulgeschichte, Schulleistung, Schulleiter, Schulleitung, Schulmanagement, Sekundarbereich, Unterricht, Wahrnehmung, Zuständigkeit

Comparative studies on school leadership so far provide little information on the national contexts underlying school principals' actions. Framing school leadership in this sense includes the underlying legal framework (setting) and the structure of its regulations, as well as state-organised support systems (e.g. qualification and training programmes) aiming to empower school leaders to do what they are supposed to do. Stemming from the above, the guiding question of our approach is as follows: In what way does the German policy-related context frame and shape the understanding, roles and meaning of instructional leadership from an historical perspective? In order to answer this question, this article focuses on how the historical understanding of leading pedagogical and instructional development processes, of the legal framework as well of as the empirical findings of the German research literature on instructional leadership contributes to the variety of German contexts and prerequisites for the use and understanding of instructional leadership. It outlines the importance of examining instructional leadership in the context of broader political and cultural debates within national school systems. (DIPF/Orig.)

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