Institut Weiterbildung und Beratung
Dauerhafte URI für die Sammlunghttps://irf.fhnw.ch/handle/11654/58
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Publikation The role of ICT for school leadership and management activities. An international comparison(Emerald, 17.01.2022) Gerick, Julia; Eickelmann, Birgit; Tulowitzki, PierreInformation and communication technologies (ICT) has an increasing impact on schools. School leaders play a key role in this context as drivers of innovation including those related to ICT. Against this background, the study presented in this article focuses on school leadership and management activities with ICT and related challenges. It sought to analyze how frequently German school principals use ICT compared to principals in other countries, what distinct clusters of German principals could be identified in terms of ICT usage and how principals viewed ICT in schools and related challenges. A mixed-methods approach was chosen, using quantitative data from both the international comparative large-scale assessment study ICILS 2018 and the explorative qualitative data from Germany. For the international comparison, the school principal data sets of the 12 international participants of the International Computer and Information Literacy Study (ICILS) 2018 were taken into account: Chile, Denmark, Finland, France, Germany, Italy, Kazakhstan, Republic of Korea, Luxembourg, Portugal, Uruguay and the United States. To look beyond averaged frequencies, a latent class analysis (LCA) was conducted to identify possible clusters of school leaders with distinct usage patterns of ICT for leadership and management activities.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Out-of-time managers? Educational leaders’ use of time in Switzerland(Routledge, 2021) Progin, Laetitia; Lee, Moosung; Tulowitzki, Pierre; Pollock, Katina; Tulowitzki, PierreAlthough school leadership is a relatively young topic in the Swiss context, there has been rapid development toward conceptualizing principalship as its own profession. Swiss school principals have their own dedicated qualification, their own professional status, and their own professional association that has some political leverage. They are confronted with demands and expectations to not only administer and manage but also to lead. Furthermore, they come from a tradition in which pedagogical and administrative matters were considered central elements of school management. Finally, there are indications that principalship in Switzerland today is marked by urgency and a multitude of responsibilities. How do principals manage their work time in such a demanding context? This chapter first lays out the context by delving into the Swiss educational system as well as educational leadership in practice and research in Switzerland. Next, data on the time use of principals in the French-speaking part of Switzerland is presented. Finally, these results are put discussed vis-à-vis their implications for professional development as well as future research04A - Beitrag Sammelband