Influence of Pedagogical Supervisors' Practices and Perceptions on the Use of Results-Based Management

Autor/inn/en	April, Daniel; Bouchamma, Yamina
Titel	Influence of Pedagogical Supervisors' Practices and Perceptions on the Use of Results-Based Management
Quelle	In: Canadian Journal of Educational Administration and Policy, (2017) 183, S.82-98 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Influences; Teacher Supervision; Administrative Policy; Administrative Principles; Leadership Styles; Educational Practices; Legal Responsibility; Strategic Planning; Assistant Principals; Difficulty Level; Expectation; Feedback (Response); Self Efficacy; Administrator Effectiveness; Teacher Administrator Relationship; Academic Aspiration; Administrator Attitudes; Elementary Secondary Education; Foreign Countries; Focus Groups; Interviews; Canada + Suchen Sie Ihr Suchwort? Influence; Einfluss; Einflussfaktor; Führungsstil; Bildungspraxis; Strafmündigkeit; Strategy; Planning; Strategie; Planung; Principal; Principals; Stellvertretende Schulleitung; Schwierigkeitsgrad; Expectancy; Erwartung; Self-efficacy; Selbstwirksamkeit; Ausland; Interviewing; Interviewtechnik; Kanada
Abstract	In the province of Québec, Canada, school principals are obligated by law to ensure pedagogical supervision. This law, the Public Education Act (Government of Québec, 2017), also advocates a contractual Results-Based Management approach (RBM). We examined how the practices and perceptions of these supervisors influence the implementation of this approach. The legal ramifications for these school leaders were also explored, as were the concept of pedagogical supervision and the underlying principles of the goal-setting theory and task performance (Locke & Latham, 1990; 2002; 2006) which constituted the conceptual framework of our research. This study was part of a collaborative research project conducted with 21 school principals and vice-principals of the "Découvreurs" School Board in Québec City. Results show that RBM supports the pedagogical perspective of the supervisors and rallies the school-team to adopt the proposed objectives. However, the goals of one member may not be the same as those of the organization and the setting of goals may limit exploration and achievement if members underestimate the means. (As Provided).
Anmerkungen	Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01