2023, Tulowitzki, Pierre, Grigoleit, Ella, Woods, Philip A., Roberts, Amanda, Tian, Meng, Youngs, Howard

2021-07-08, Lee, Moosung, Pollock, Katina, Tulowitzki, Pierre

Presenting international evidence, from school systems across the globe, this book documents patterns, causes, and effects of school principals’ time use, building a case for the implications for school improvement, administration, and leadership. This edited volume offers an unparalleled set of chapters that delve into conceptual and methodological issues in researching principals’ time use. Chapters consist of empirical studies that advance fresh perspectives and build empirical ground on how principals use time across different school systems in Africa, Asia, Europe, Middle East, Oceania, and North America. This unique book, is a useful resource for researchers and educators, capturing the geographically diverse contexts of principal time use. This work makes a significant contribution to the field of school improvement, administration, and leadership with both theoretical depth and empirical grounding.

2021, Perrenoud, Olivier, Tulowitzki, Pierre, Normand, Romuald, Moos, Lejf, Liu, Min, Tulowitzki, Pierre

This chapter presents the cultural and social foundations of educational leadership in Switzerland. Switzerland has the particularity of being a federal state with 26 cantons and as many education systems that are different in their specificity and similar in their common and harmonized foundations. We will present the Swiss system and its articulation by linguistic regions before showing how the conception of the role of school leaders is illustrated in this multi-level context and how the notion of leadership is accepted within schools and school principals.

2020-08-17, Pietsch, Marcus, Tulowitzki, Pierre, Cramer, Colin

Both organizational and management research suggest that schools and their leaders need to be ambidextrous to secure prosperity and long-term survival in dynamic environments characterized by competition and innovation. In this context, ambidexterity refers to the ability to simultaneously pursue exploitation and exploration and thus to deliver efficiency, control and incremental improvements while embracing flexibility, autonomy and discontinuous innovation. Using a unique, randomized and representative data set of N ¼ 405 principals, we present findings on principals’ exploitation and exploration. The results indicate: (a) that principals engage far more often in exploitative than in explorative activities; (b) that exploitative activities in schools are executed at the expense of explorative activities; and (c) that explorative and ambidextrous activities of principals are positively associated with the (perceived) competition between schools. The study brings a novel perspective to educational research and demonstrates that applying the concept of ambidexterity has the potential to further our understanding of effective educational leadership and management.

2022-01-17, Gerick, Julia, Eickelmann, Birgit, Tulowitzki, Pierre

Information 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.

2021, Normand, Romuald, Moos, Leif, Liu, Min, Tulowitzki, Pierre

This book identifies the cultural and moral foundations of country-specific educational governance and school leadership and presents the principles of justice and the diversity of common goods that guide leadership practices in schools. It contributes to an existing research field that studies diversity and ethical leadership in schools. The social dimension of school leadership is not limited to issues related to equality and equity, or social inclusion. The capacity of leaders to promote civic-mindedness and social cooperation, consensus and acceptance of others, the right balance between freedom and duties, and reciprocity of obligations, are essential to maintain democratic rights and facilitate the life together while respecting ethnic and cultural differences. Therefore, the book gathers contributions from a range of international authors capable of reporting these moral and cultural features, while broadening the research perspectives on school leadership.

2021, Beywl, Wolfgang, Tulowitzki, Pierre

«Changemaker-Schulen» haben im Lockdown und in Quarantäne-Phasen die Möglichkeiten des digital unterstützten Fernunterrichts erfolgreich genutzt. Forschende haben untersucht, wie es dazu kam und was die Schulen davon weiterführen werden.

2022, Hameyer, Uwe, Tulowitzki, Pierre

Viel wird über Schulentwicklung berichtet, doch welche Vorstellungen stecken dahinter? Wie wurde Schulentwicklung in einzelnen Fällen geplant und begründet? Welche Bilder von Schulentwicklung werden gezeichnet?

2021, Progin, Laetitia, Lee, Moosung, Tulowitzki, Pierre, Pollock, Katina, Tulowitzki, Pierre

Although 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 research

2020-09-10, Tulowitzki, Pierre, Pietsch, Marcus

Führung gilt als wichtiger Aspekt effektiver Schulen. Im internationalen Raum hat sich in diesem Zusammenhang in den vergangenen Jahren das Konzept des lernzentrierten Leitungshandelns an Schulen, Leadership for Learning, etabliert. Leadership for Learning wird hier stets ergebnisorientiert gedacht und rückt den Kompetenzerwerb von Schüler*innen in den Fokus des Leitungshandelns. Lernzentriertes Leitungshandeln zielt dabei nicht ausschließlich auf die Unterrichtsebene ab, auch das Lernen von Lehrkräften und das Organisationale Lernen sollen, im Sinne eines Capacity Building, gefördert werden. Entsprechend geht der Ansatz über klassische Annahmen zur unterrichtsbezogenen Führung (Instructional Leadership) hinaus, indem es deren Einschränkungen, nämlich eine Verengung der Perspektive auf die Person der Schulleitung sowie den Unterricht, überwindet. Im deutschsprachigen Raum ist dieses Konzept, obwohl z. B. in internationalen Schulvergleichsuntersuchungen genutzt, anders als in den anglophonen Ländern, bislang kaum bekannt. Daher werden im vorliegenden Stichwortbeitrag das Konzept des Lernzentrierten Leitungshandelns sowie dessen theoretische Grundannahmen vorgestellt. Darüber hinaus werden Forschungsbefunde zum Thema berichtet und abschließend eine Agenda für die zukünftige Forschung zum Leadership for Learning im deutschsprachigen Raum erarbeitet.