Education Thoughts and Acts: Decisions School Leaders Feel They Need to Make
Abstract This study examines how school leaders choose to focus time and attention on implementing substantive change amid the aims of overarching and often conflicting purposes without creating an environment of “too much stuff.” Using a dual process theory analogy, findings suggest that school leaders, as the consciousness of the school collective may interpret legislative direction and set a vision that aligns with their understanding and enacted practice of the purposes of schooling. Findings also suggest that school leaders choose to focus resources on initiatives that promote the vision and values of the school—and correspondingly, choose not to focus resources on initiatives that the school leader does not see as in alignment with the visions or values of the school.
Education, Education--Administration, Education
Baron, V. (2016). Education Thoughts and Acts: Decisions School Leaders Feel They Need to Make (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25785