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Title
Re-examining principal learning and leadership in times of complexity
Author ORCID
SourceJournal für LehrerInnenbildung 25 (2025) 3, S. 82-91 ZDB
Document  (469 KB)
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Keywords (German)Schulleitung; Führung; Schulleiter; Schulentwicklung; Professionalisierung; Lernen; Schulsystem; Interview; Hongkong
sub-disciplineCurriculum and Teaching / School Pedagogy
Organisation of Education, Educational Planning, Educational Legislation
Document typeArticle (journal)
ISSN1681-7028; 2629-4982; 16817028; 26294982
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):This study examines varying conceptions of principal learning using Hong Kong as the context of study. Through interviews with 15 principals, it examines the effectiveness of professional learning in addressing the contemporary and complex challenges of the principalship. Findings highlight the importance of mentorship, continuous and varied learning opportunities, and on-the-job experiences, while noting gaps in aligning professional learning programs with the realities of leadership practices and evolving demands on schools and their leaders. Implications for principal preparation internationally are considered. (DIPF/Orig.)
other articles of this journalJournal für LehrerInnenbildung Jahr: 2025
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Checksumschecksum comparison as proof of integrity
Date of publication12.12.2025
CitationCampbell, Paul: Re-examining principal learning and leadership in times of complexity - In: Journal für LehrerInnenbildung 25 (2025) 3, S. 82-91 - URN: urn:nbn:de:0111-pedocs-344615 - DOI: 10.25656/01:34461; 10.35468/jlb-03-2025-07
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