Granville-Chapman Katy, Lee Matthew T, Ritchie-Dunham James
Department of Education, University of Oxford, 5 Norham Gardens, Oxford, OX2 6PY UK.
Institute for Studies of Religion, Baylor University, One Bear Place #97236, Waco, TX 76798 USA.
Humanist Manag J. 2024;9(2):247-267. doi: 10.1007/s41463-024-00181-z. Epub 2024 Jun 14.
This paper contributes to a broader movement in which the telos of leadership is flourishing, and the primary role of a leader is to promote the flourishing of their team members through creating a loving environment. In support of this, we propose a new perspective on, and associated model, of educational leadership: 'leadership for teacher flourishing' (LFTF). This model was developed through a literature review and a mixed methods research project across 78 British schools with collaborative and participatory elements which asked how school leaders could improve the flourishing of teachers. The quantitative and qualitative findings suggested that key factors in enabling teachers to flourish, and therefore incorporated into the model 'LFTF', were positive relationships; opportunities for growth; positive impact on subjective wellbeing; and increasing teachers' sense of meaning at work. The ways leaders could impact these factors were reported as: being supportive and compassionate; being trustworthy; giving teachers autonomy; enabling teachers to grow; being appreciative and focusing on strengths; and enabling teachers to do meaningful work. It was also found that not only leaders could influence flourishing; teachers with no formal leadership role could also positively impact teacher flourishing. It is suggested that virtuous dispositions in leaders are required to ensure they are consistent in acting in ways that promote flourishing. We argue that this integration of virtue and a desire to promote flourishing is properly understood as love. The participatory and collaborative phase of the research showed that teachers wanted autonomy in deciding what would help them to flourish. The conclusion sets out the implications of this research for policy on the training and selection of school leaders, to improve not only the flourishing of teachers, but also pupils and communities.
本文为一场更广泛的运动做出了贡献，在这场运动中，领导力的目标是蓬勃发展，领导者的主要角色是通过营造一个充满关爱的环境来促进团队成员的蓬勃发展。为此，我们提出了一种关于教育领导力的新视角及相关模型：“促进教师蓬勃发展的领导力”（LFTF）。该模型是通过文献综述以及对英国78所学校开展的一个包含协作和参与元素的混合方法研究项目而开发的，该项目探讨了学校领导者如何能够促进教师的蓬勃发展。定量和定性研究结果表明，促使教师蓬勃发展并因此纳入“促进教师蓬勃发展的领导力”模型的关键因素包括积极的人际关系、成长机会、对主观幸福感的积极影响以及增强教师的工作意义感。据报告，领导者能够影响这些因素的方式包括：给予支持和同情、值得信赖、给予教师自主权、促使教师成长、表示赞赏并关注优点以及让教师从事有意义的工作。研究还发现，不仅领导者能够影响蓬勃发展，没有正式领导角色的教师也能够对教师的蓬勃发展产生积极影响。研究表明，领导者需要具备良好的品德倾向，以确保他们在促进蓬勃发展的行为上保持一致。我们认为，将品德与促进蓬勃发展的愿望相结合，恰当地理解为关爱。研究的参与和协作阶段表明，教师希望在决定什么有助于他们蓬勃发展方面拥有自主权。结论阐述了这项研究对学校领导者培训和选拔政策的影响，不仅要改善教师的蓬勃发展，还要改善学生和社区的状况。
