Roberts Erica, McLeod Nicole, Montemurro Genevieve, Veugelers Paul J, Gleddie Doug, Storey Kate E
School of Public Health, University of Alberta, 3-50 University Terrace, 8303-112 Street, Edmonton, AB T6G 2T4, Canada.
Department of Elementary Education, University of Alberta, Education South Tower, 436, 11210-87 Avenue, Edmonton, AB T6G 2G5, Canada.
Health Promot Int. 2016 Dec;31(4):915-924. doi: 10.1093/heapro/dav083. Epub 2015 Aug 19.
Comprehensive School Health (CSH) is an internationally recognized framework that moves beyond the individual to holistically address school health, leading to the development of health-enhancing behaviors while also improving educational outcomes. Previous research has suggested that principal support for CSH implementation is essential, but this role has yet to be explored. Therefore, the purpose of this research was to examine the role of the principal in the implementation of a CSH project aimed at creating a healthy school culture. This research was guided by the grounded ethnography method. Semi-structured interviews were conducted with APPLE School principals (n = 29) to qualitatively explore their role in creating a healthy school culture. A model consisting of five major themes emerged, suggesting that the principal played a fluid role throughout the CSH implementation process. Principals (i) primed the cultural change; (ii) communicated the project's importance to others; (iii) negotiated concerns and collaboratively planned; (iv) held others accountable to the change, while enabling them to take ownership and (v) played an underlying supportive role, providing positive recognition and establishing ongoing commitment. This research provides recommendations to help establish effective leadership practices in schools, conducive to creating a healthy school culture.
综合学校健康（CSH）是一个国际认可的框架，它超越了个体层面，全面解决学校健康问题，在促进健康行为发展的同时，还能提高教育成果。先前的研究表明，校长对实施CSH至关重要，但这一角色尚未得到充分探索。因此，本研究的目的是考察校长在实施旨在创建健康学校文化的CSH项目中的作用。本研究以扎根民族志方法为指导。对APPLE学校的校长（n = 29）进行了半结构化访谈，以定性探索他们在创建健康学校文化中的作用。出现了一个由五个主要主题组成的模型，表明校长在CSH实施过程中发挥了灵活多变的作用。校长们（i）启动文化变革；（ii）向他人传达项目的重要性；（iii）协商相关问题并共同规划；（iv）让其他人对变革负责，同时让他们能够自主负责；（v）发挥潜在的支持作用，给予积极认可并确立持续的承诺。本研究提供了相关建议，以帮助在学校建立有效的领导实践，有利于创建健康的学校文化。
