Tulowitzki, Pierre
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- PublikationInnovating teaching and instruction in turbulent times. The dynamics of principals’ exploration and exploitation activities(Springer, 24.05.2022) Pietsch, Marcus; Tulowitzki, Pierre; Cramer, Colin [in: Journal of Educational Change]In turbulent environments, schools have to adapt to constantly changing conditions. According to ambidexterity theory, whether they are successful in this primarily depends on their leaders and how they manage the tension between the use of current knowledge (exploitation) and the search for new knowledge (exploration). Through unique top-down and bottom-up pathways, they thus influence the innovation outcome of a school. However, it is so far unclear whether these assumptions are correct. Using data from a panel of principals who are representative of Germany and were surveyed before and during the COVID-19 pandemic, we therefore investigate if and how school leaders adapted to the turbulent environment caused by the pandemic and evaluate the extent to which this had an impact on their schools’ innovations in teaching and instruction. The results demonstrate that principals’ exploration activities increased markedly during the pandemic, while their exploitation activities decreased noticeably. Further, a focus on the use and refinement of existing knowledge in comparatively predictable (pre-COVID-19) environments harmed principals’ readiness to explore new knowledge in increasingly uncertain environments. Nevertheless, exploitation had positive consequences for the innovativeness of schools, and exploration goes along with more radical innovations in teaching and instruction. Our research suggests that schools that innovatively addressed the COVID-19 pandemic had school leaders who were able to quickly shift between the two modes of exploitation and exploration. A capacity to transition seamlessly between these modes of thinking and working thus appears to be vital for the longevity of schools.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationEnquête sur les Directions d’École Suisses 2021 – Rapport synthétique(Fachhochschule Nordwestschweiz FHNW, 27.01.2022) Tulowitzki, Pierre; Pietsch, Marcus; Progin, Laetitia; Berger, Jörg; Grigoleit, Ella; Sposato, Gloria GraziaLes directions d’école jouent un rôle important dans l’organisation et l’évolution des établissements scolaires. En même temps, il n’y a guère de résultats à l'échelle de toute la Suisse sur cette position centrale : pourquoi ont-elles choisi ce métier? Qu’est-ce qui les (dé)motive dans leur profession? Quel rôle jouent les facteurs individuels et structurels dans leur engagement? Comment les directions d’école gèrent-elles l’équilibre entre la stabilité et le changement? Comment travaillent-elles en équipe? Ont-elles un impact sur la pédagogie de l’établissement scolaire? Afin de répondre à ces questions, l’enquête sur les Directions d’École Suisses a été créée. C’est un projet collaboratif piloté par la CLACESO, le VSLCH et la Haute École Spécialisée de la Suisse du Nord-Ouest FHNW, avec la participation de la HEP Vaud. L’objectif est de mieux comprendre qui sont les directions d’établissement, comment elles agissent, comment elles soutiennent le fonctionnement de l’école, le travail pédagogique et les élèves, et comment leur profession évolue.05 - Forschungs- oder Arbeitsbericht
- PublikationThe role of ICT for school leadership and management activities. An international comparison(Emerald, 17.01.2022) Gerick, Julia; Eickelmann, Birgit; Tulowitzki, Pierre [in: International Journal of Educational Management]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.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationOut-of-time managers? Educational leaders’ use of time in Switzerland(Routledge, 2021) Progin, Laetitia; Lee, Moosung; Tulowitzki, Pierre; Pollock, Katina; Tulowitzki, Pierre [in: How school principals use their time : implications for school improvement, administration and leadership]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 research04A - Beitrag Sammelband