Triggering Change
An Investigation of the Logics of Turnaround Leadership
Bibliographic Data
| ID | 9729155 |
|---|---|
| Authors | Sarah L Woulfin (0000-0003-2883-3859, University of Connecticut, Storrs, CT, USA, corresponding author), Jennie Weiner (0000-0002-9322-6169, University of Connecticut, Storrs, CT, USA) |
| Year | 2019 |
| Volume | 51 |
| Issue | 2 |
| Pages | 222-246 |
| Publication date | 2019-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124517714865 |
| OpenAlex | W2699030767 |
| Language | EN |
| Citations received | 9 |
| References cited | 58 |
Principals are positioned at the center of school improvement. In the United States, current turnaround reforms target the principalship as a key lever for change. This article uses institutional theory to explore the logics of turnaround leadership that steer principals and their work. Specifically, we draw on qualitative interview data from a phenomenological study of a cohort of aspiring turnaround principals in a northeastern state to explain how educators invoked and enacted four logics of turnaround leadership. We found that, in addition to engaging with the previously identified logics of instructional, managerial, and social justice leadership, participants invoked a new logic that we name “triggering change.” This logic focused squarely on building capacity via positive relationships and shaping culture as mechanisms for whole school improvement. By depicting aspiring principals’ conceptions and negotiations of these four logics, we contribute to the literature on turnaround policy and leadership with implications for turnaround leader development
Educational leadership · Instructional leadership · Leadership style · Negotiation · Pedagogy · Political science · Public relations · Qualitative research · Social science · Sociology · Transactional leadership · Educational Assessment and Improvement · Public Policy and Administration Research · Teacher Education and Leadership Studies
From a niche to the norm
Leading organisational learning in disadvantaged, low-performing Chilean schools
Toward a Theory of Racialized Institutional Logics in Education
Defying Logic? Exploring the Multiple Network Pathways for Principals’ Institutional Logics
Continuous Improvement in Urban Districts
Logics of Educational Technology Reform
The Potential, Reality, and Contextual Pressures Shaping Instructional Practices in a Virtual School
Restorative Justice in a No Excuses Charter School
The Winds of Changes
Institutions and organizations
Reassessing the Principal's Role in School Effectiveness
Seven strong claims about successful school leadership
Qualitative evaluation and research methods
How Leadership Influences Student Learning
Three Logics of Instructional Leadership
Transformational school leadership for large-scale reform
How does leadership affect student achievement? Results from a national US survey
Variations in the conditions for teachers' professional learning and development
Social Justice Educational Leaders and Resistance
Professional learning communities and system improvement
Strategic Responses to Institutional Processes
Organizing Schools for Improvement
Communities of Practice and Social Learning Systems
Reinventing Institutions
Duet or Duel? A Portrait of Two Logics of Reading Instruction in an Urban School District
School Turnaround Fever
Woven in Deeply
From Child’s Garden to Academic Press
Framing the Problem of Reading Instruction
Triangulating Principal Effectiveness
Instructional Leadership and the School Principal
Cognitive and Situated Learning Perspectives in Theory and Practice
Central Problems in Social Theory
Situated Learning
Beyond Decoupling
Social Skill and the Theory of Fields
Institutional Change in Toque Ville
| Unique citing works | 9 |
|---|---|
| Citations per year | 3 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |