ABSTRACT

In this paper, we describe the underlying mechanisms that both facilitate and limit the formation of successful educational leadership of participants of the ‘Senior Fellow Programme’: a professional development programme in conjunction with a career track leading up to a teaching-focused full professorship. Based on an analysis of the context-mechanism-outcome (CMO) configuration, we conclude that three interrelated and interacting mechanisms: (1) recognition, (2) reform, and (3) responsibility steer the way in which the participants can shape their teaching-focused leadership role. These findings may provide useful insight into how educational leadership is formed, even in vastly different contexts and institutional cultures.

摘要

在本文中，我们描述了促进和限制“高级研究员计划”参与者成功教育领导力形成的基本机制：这是一项专业发展计划，与通往以教学为中心的正教授职位的职业轨迹相结合。基于对背景-机制-结果（CMO）配置的分析，我们得出结论，三个相互关联和相互作用的机制：（1）认可，（2）改革和（3）责任引导参与者塑造他们的行为方式。以教学为中心的领导作用。这些发现可以为了解教育领导力的形成提供有用的见解，即使是在截然不同的环境和制度文化中。