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A systemic perspective on school reform: Principals' and chief education officers' perspectives on school development

Tutkimustuotosvertaisarvioitu

Standard

A systemic perspective on school reform : Principals' and chief education officers' perspectives on school development. / Pyhältö, Kirsi; Soini, Tiina; Pietarinen, Janne.

julkaisussa: JOURNAL OF EDUCATIONAL ADMINISTRATION, Vuosikerta 49, Nro 1, 01.2011, s. 46-61.

Tutkimustuotosvertaisarvioitu

Harvard

Pyhältö, K, Soini, T & Pietarinen, J 2011, 'A systemic perspective on school reform: Principals' and chief education officers' perspectives on school development', JOURNAL OF EDUCATIONAL ADMINISTRATION, Vuosikerta. 49, Nro 1, Sivut 46-61. https://doi.org/10.1108/09578231111102054

APA

Pyhältö, K., Soini, T., & Pietarinen, J. (2011). A systemic perspective on school reform: Principals' and chief education officers' perspectives on school development. JOURNAL OF EDUCATIONAL ADMINISTRATION, 49(1), 46-61. https://doi.org/10.1108/09578231111102054

Vancouver

Author

Pyhältö, Kirsi ; Soini, Tiina ; Pietarinen, Janne. / A systemic perspective on school reform : Principals' and chief education officers' perspectives on school development. Julkaisussa: JOURNAL OF EDUCATIONAL ADMINISTRATION. 2011 ; Vuosikerta 49, Nro 1. Sivut 46-61.

Bibtex - Lataa

@article{a57caf209f684dd6a059045a7f052501,
title = "A systemic perspective on school reform: Principals' and chief education officers' perspectives on school development",
abstract = "Purpose: This study aims to gain better understanding of the perceptions comprehensive school principals and chief education officers have about the implementation of school reform and the means they use to facilitate the development of such. Design/methodology/approach: This research project was carried out using a systemic design research approach. Open-ended questionnaires provided the data for the study and these were completed by educational leaders operating in local school districts. Findings: The results demonstrated that pedagogy was emphasized most often as the core of school reform by principals but chief education officers considered technical and financial factors more often as the critical core of educational reform. Nevertheless, both groups had quite similar ideas on how to promote school development. Research limitations/implications: The findings reflect the Finnish educational system and capture only two levels of leadership within the system. Future research ought to focus on studying school reforms within different school systems as a complex of correlated events, processes, strategies, interactions and qualities. Practical implications: To be able to achieve a successful and sustainable school reform more attention must be devoted to creating and activating collaborative learning environments, not only for pupils and teachers, but also for educational leaders at all levels of school administration. Originality/value: The study adds to an understanding of the often-mentioned gap or conflict in perceptions and beliefs between different actors in an educational system.",
keywords = "Education, Educational innovation, Finland, Leadership, Schools",
author = "Kirsi Pyh{\"a}lt{\"o} and Tiina Soini and Janne Pietarinen",
year = "2011",
month = "1",
doi = "10.1108/09578231111102054",
language = "English",
volume = "49",
pages = "46--61",
journal = "JOURNAL OF EDUCATIONAL ADMINISTRATION",
issn = "0957-8234",
publisher = "Emerald",
number = "1",

}

RIS (suitable for import to EndNote) - Lataa

TY - JOUR

T1 - A systemic perspective on school reform

T2 - Principals' and chief education officers' perspectives on school development

AU - Pyhältö, Kirsi

AU - Soini, Tiina

AU - Pietarinen, Janne

PY - 2011/1

Y1 - 2011/1

N2 - Purpose: This study aims to gain better understanding of the perceptions comprehensive school principals and chief education officers have about the implementation of school reform and the means they use to facilitate the development of such. Design/methodology/approach: This research project was carried out using a systemic design research approach. Open-ended questionnaires provided the data for the study and these were completed by educational leaders operating in local school districts. Findings: The results demonstrated that pedagogy was emphasized most often as the core of school reform by principals but chief education officers considered technical and financial factors more often as the critical core of educational reform. Nevertheless, both groups had quite similar ideas on how to promote school development. Research limitations/implications: The findings reflect the Finnish educational system and capture only two levels of leadership within the system. Future research ought to focus on studying school reforms within different school systems as a complex of correlated events, processes, strategies, interactions and qualities. Practical implications: To be able to achieve a successful and sustainable school reform more attention must be devoted to creating and activating collaborative learning environments, not only for pupils and teachers, but also for educational leaders at all levels of school administration. Originality/value: The study adds to an understanding of the often-mentioned gap or conflict in perceptions and beliefs between different actors in an educational system.

AB - Purpose: This study aims to gain better understanding of the perceptions comprehensive school principals and chief education officers have about the implementation of school reform and the means they use to facilitate the development of such. Design/methodology/approach: This research project was carried out using a systemic design research approach. Open-ended questionnaires provided the data for the study and these were completed by educational leaders operating in local school districts. Findings: The results demonstrated that pedagogy was emphasized most often as the core of school reform by principals but chief education officers considered technical and financial factors more often as the critical core of educational reform. Nevertheless, both groups had quite similar ideas on how to promote school development. Research limitations/implications: The findings reflect the Finnish educational system and capture only two levels of leadership within the system. Future research ought to focus on studying school reforms within different school systems as a complex of correlated events, processes, strategies, interactions and qualities. Practical implications: To be able to achieve a successful and sustainable school reform more attention must be devoted to creating and activating collaborative learning environments, not only for pupils and teachers, but also for educational leaders at all levels of school administration. Originality/value: The study adds to an understanding of the often-mentioned gap or conflict in perceptions and beliefs between different actors in an educational system.

KW - Education

KW - Educational innovation

KW - Finland

KW - Leadership

KW - Schools

UR - http://www.scopus.com/inward/record.url?scp=78651078713&partnerID=8YFLogxK

U2 - 10.1108/09578231111102054

DO - 10.1108/09578231111102054

M3 - Article

VL - 49

SP - 46

EP - 61

JO - JOURNAL OF EDUCATIONAL ADMINISTRATION

JF - JOURNAL OF EDUCATIONAL ADMINISTRATION

SN - 0957-8234

IS - 1

ER -