El significado de las declaraciones de misión para la práctica escolar y el desarrollo profesional: un análisis fenomenológico interpretativo

Bradley Ransom, Dimitrios Vlachopoulos

Resumen

Si bien las declaraciones de misión (DM) se incluyen en las escuelas a menudo debido a la política de gobierno, la investigación actual subraya que los líderes siguen subutilizándolas. El presente estudio fenomenológico explora la medida en que las DM y el desarrollo profesional influyen en la práctica diaria de las escuelas tanto para los líderes escolares como para el profesorado. El presente estudio fenomenológico interpretativo se basa en entrevistas a seis personas que dirigen o enseñan en dos escuelas internacionales diferentes. Los resultados proporcionan información valiosa sobre cómo los líderes y el profesorado experimentan las DM. El artículo concluye con una discusión sobre las posibles implicaciones para los responsables de las políticas educativas que desean protagonizar la cultura escolar y el desarrollo profesional.

Palabras clave

liderazgo escolar; declaraciones de misión; desarrollo profesional continuo y aprendizaje; cultura escolar

Texto completo:

PDF (English)

Referencias

ASHFORTH, B. & MAEL, F. (1989). Social identity theory and the organization. Academy of Management Review, 14(1), 20-39.

AYERS, D. F. (2015). Credentialing structures, pedagogies, practices, and curriculum goals: Trajectories of change in community college mission statements. Community College Review, 43(2), 191-214.

BABNIK, K.; BREZNIK, K.; DERMOL, V. & ŠIRCA, N. (2014). The mission statement: Organisational culture perspective. Industrial Management & Data Systems, 114(4), 612-627.

BENNETT, T. (2017). Creating a culture: How school leaders can optimise Behaviour. London: Department for Education. Retrieved from: https://www.gov.uk/government/publications/behaviour-in-schools

BHAVESH, S.; LORNE, D.; HAZEL-MELANIE, R. & CHRIS, B. (2015). Mission statements and performance in non-profit organisations. Corporate Governance, 5, 759-774.

BOLAM, R.; MCMAHON, A.; STOLL, L.; THOMAS, S.; WALLACE, M.; GREENWOOD, A.; HAWKEY, K.; INGRAM, M.; ATKINSON, A. & SMITH, M. (2005). Creating and sustaining professional learning communities. London: Department for Education and Skills.

CAMIRÉ, M.; WERTHNER, P. & TRUDEL, P. (2011). Mission statements in sport and their ethical messages: are they being communicated to practitioners? In R. SCHINKE (Ed.). Introduction to sport psychology: Training, competition and coping (pp. 111-121). Hauppauge, NY, US: Nova Science.

CORDINGLEY, P. (2015). The contribution of research to teachers’ professional learning and development. Oxford Review of Education, 41(2), 234-252.

DESMIDT, S.; PRINZIE, A. & HEENE, A. (2008). The level and determinants of mission statement use: a questionnaire survey. International Journal of Nursing Studies, 45, 1433-1441.

DRUCKER, P. (1974). Management: Tasks, responsibilities, and practices. New York, NY: Harper & Roe.

DUFOUR, R. & FULLAN, M. (2013). Cultures built to last: Systemic PLCs at work [Kindle edition]. Bloomington: Solution Tree Press.

ERIKSON, E. H. (1968). Identity. New York, NY: Norton.

GURLEY, D.; PETERS, G.; COLLINS, L. & FIFOLT, M. (2015). Mission, vision, values, and goals: An exploration of key organizational statements and daily practice in schools. Journal Of Educational Change, 16(2), 217-242.

KING, D.; CASE, C. & PREMO, K. (2012). An international mission statement comparsion: United States, France, Germany, Japan, and China. Academy of Strategic Management Journal, 11(2), 93-119.

KRAGLER, S.; MARTIN, L. & KROEGER, D. (2008). Money down the drain: Mandated professional development. Journal of School Leadership, 18(5), 528-550.

LEGORRETA, L.; KELLEY, C. & SABLYNSKI, C. (2006). Linking faculty development to the business school’s mission. Journal of Education for Business, 82(1), 3-10.

PANDA, A. & GUPTA, R. (2003). Why mission statements become a show piece? Case of an Indo-American joint venture. The Journal for Decision Makers, 28(2), 23-47.

PRENGER, R.; POORTMAN, C. & HANDELZALTS, A. (2017). Factors influencing teachers’ professional development in networked professional learning communities. Teaching and Teacher Education, 68, 77-90.

ROSS, C.; MANINGER, R.; LAPRAIRIE, K. & SULLIVAN, S. (2015). The use of Twitter in the creation of educational professional learning opportunities. Administrative Issues Journal: Education, Practice, and Research, 5(1), 55-76.

SARROS, J.; SARROS, A.; COOPER, B.; SANTORA, J. & BAKER, R. (2016). Board and senior management alignment on school strategy. Educational Management Administration & Leadership, 44(3), 451-466.

SIE, R.; PATARAIA, N.; BOURSINOU, E.; RAJAGOPAL, K.; MARGARYAN, A.; FALCONER, I.; BITTER-RIJPKEMA, M.; LITTLEJOHN, A. & SLOEP, P. (2013). Goals, motivation for, and outcomes of personal learning through networks: Results of a tweetstorm. Journal of Educational Technology & Society, 16(3), 59-75.

SLATE, J.; JONES, C.; WIESMAN, K.; ALEXANDER, J. & SAENZ, T. (2008). School mission statementsand school performance: A mixed research investigation. New Horizons in Education, 56(2), 17-27.

SMITH, J. A.; FLOWERS, P. & LARKIN, M. (2009). Interpretative phenomenological analysis: Theory, method and research [Kindle edition]. Thousand Oaks, CA: Sage.

STEMLER, S.; BEBELL, D. & SONNABEND, L. (2011). Using school mission statements for reflection and research. Educational Administration Quarterly, 47(2) 383-420.

STEVENSON, M.; HEDBERG, J.; O’SULLIVAN, K. & HOWE, C. (2016). Leading learning: The role of school leaders in supporting continuous professional development. Professional Development in Education, 42(5), 818-835.

TAHIR, S. & HOWARD, L. (2003). Mission statements exposed. International Journal of Contemporary Hospitality Management, 15(5), 255-262.

TEDDLIE, C. & YU, F. (2007). Mixed Methods Sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100.

VLACHOPOULOS, D. & MAKRI, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605-632.

WALTON, E.; NEL, N.; MULLER, H. & LEBELOANE, O. (2014). “You can train us until we are blue in our faces, we are still going to struggle”: Teacher professional learning in a full-service school. Education as Change, 18(2), 319-333.

WENGER, E. (1998). Communities of practice: learning, meaning, and identity [Kindle Edition]. New York: Cambridge University Press.

Métricas de artículo

Cargando métricas ...


Copyright (c) 2021 Bradley Ransom, Dimitrios Vlachopoulos
ISSN 2014-8801 (digital) ISSN 0211-819X (paper).
Licencia Creative Commons
Educar está distribuido bajo una Licencia Creative Commons Atribución 4.0 Internacional.