DRAGO-SEVERSON, ELEANOR¹

Abstract: Background/Context: Given the challenging complexity of the modern principal ship--including high-stakes testing, standards-based reform, increased accountability, and severe budget cuts---practitioners and scholars emphasize the urgency of supporting principals' stress-relief and renewal. Purpose/Objective/Research Question/Focus of Study: This nationwide study offers insights into how a group of principal renew themselves and prevent burnout, crucial for 21st-century school leaders. This article focuses on how 25 principals supported their own renewal and their yearning to engage in reflective practice with colleagues as a support to their own revitalization, growth, and learning. Research Design: Eighty-nine hours of qualitative interviews with a diverse sample of 25 public and private (independent) and Catholic school principals who served in schools with varying levels of financial resources (i.e., high, medium, and low) were conducted, in addition to analyzing field notes and approximately 60 documents. Interviews for the encompassing research study--an investigation of developmentally based principal leadership practices employed to support adult learning--concerned a variety of topics, including principals' practices for supporting teacher learning and how principals themselves supported their own renewal. Data Collection and Analysis: All interviews were transcribed verbatim. Two researchers coded interviews, documents, and field notes for central concepts (theoretical and emic codes were employed). Thematic matrices were developed, and narrative summaries were created. A grounded theory approach was employed, and important literatures informed analysis. Matrices displayed confirming and disconfirming instances of themes, and two researchers conferred on alternative interpretations. Findings: Findings reveal that these principals (1) employed a variety of strategies for self-renewal given the complex challenges of their leadership work in the 21st century and (2) expressed a desire for engaging in ongoing reflective practice with colleagues as a to support their own development, sustainability, and renewal. All also expressed that although they were fulfilled by their jobs, the scope seemed vast and overwhelming. Whether they served in high, low, or medium financial resource schools and whether they served in public, independent, or Catholic schools, they emphasized that they needed to develop more effective and frequent strategies for self-renewal. Conclusions/Recommendations: These school leaders explained that they yearn for regular, ongoing opportunities to reflect with colleagues and fellow principals on the challenges of leadership, emphasizing that this type of ongoing collegial reflection would help them to more effectively exercise leadership, avoid burnout, and renew themselves. Although all these principals spontaneously voiced the desire to engage in collegial reflection, only 3 were doing so on a regular basis. This research suggests the importance of supporting and retaining principals by using reflection and collegial support for renewal, with serious implications for education policy and school district practices. [ABSTRACT FROM AUTHOR]

Key words: REFLECTIVE learning；BURNOUT (Psychology)； JOB stress
EMPLOYEE retention；GROUNDED theory

总结：1、本文将重点介绍25名校长如何支持自己的更新和它们的向往从事反思性实践与同事同伴互助，发展和学习支持。

2、结论/建议：这些学校领导解释说，他们向往规律的，持续的机会，以反映与同事和校长领导力的挑战，强调这种类型的持续合议反思会帮助他们更有效地发挥领导作用，避免倦怠，和自我更新。尽管所有这些校长不约而同表达了参与合议思考的欲望，只有3人定期这样做。本研究建议的支持，并通过使用反射和续期合议的支持，对教育政策和学区的做法将影响保持主体的重要性。

来源：Teachers College Record. Dec2012, Vol. 114 Issue 12, p1-56. 56p.