The Caring Responsibility within the Pedagogical Environment (original) (raw)

Caring Leadership in Schools: Findings From Exploratory Analyses

Educational Administration Quarterly , 2016

Purpose: This article (1) analyzes and synthesizes literatures from philosophy and education to propose a conceptual framework for caring in schools and caring school leadership and (2) reports the results of an exploratory analysis of the relationship of caring principal leadership to school-level supports for student academic learning. Conceptual Framework: This conceptual framework defines caring as a quality of social relationships with several core elements: attentiveness and authentic knowledge of others, motivational displacement, situationality, mutuality, and authenticity. Characteristics of relationships and organizational conditions that enable caring and caring leadership are proposed. Research Design: The empirical analysis employs a survey of teachers in 134 schools. Measures of principal caring and student academic support were developed and related to the conceptual framework and student achievement using regression and path analyses. Findings: We found significant positive relationships among caring principal leadership, student academic support, and teachers' sense of collective responsibility. In addition, small but significant relationships of caring principal leadership with student academic support and teachers' collective responsibility to student achievement were apparent. Caring leadership has an indirect relationship

Exploring Caring Leadership in Schools

Creating a whole school ethos of care

Emotional and Behavioural Difficulties

This paper raises questions about schools as positive models of caring societies. Against a background of growing concern for the mental health of children it addresses the centrality of 'nurture' and its close cousin 'care' as a whole school value, theorised as both a means and an end of schooling. How might school leaders communicate a principle of mutual care and inspire whole school commitment from staff, pupils and parents? Discussion is informed by qualitative data (interviews, focus groups and observations) from a comparative study of seven schools in the NW of England which use the principles and practices of Nurture Groups (NGs). Three demonstrated strong leadership based on 'deep care' and an emphasis on ongoing relationships with children. The paper concludes that leadership as evidenced in the good practice reported here can go some way towards bringing about the ideal of a whole school ethos of care.

Caring Leadership: The Role of Principals in Producing Caring School Cultures

Leadership and Policy in Schools, 2020

Despite increasing attention to the importance of caring in education, most research on caring in schools focuses on narrow dyadic relationships between individuals. The present study explores the processes used by school leaders as they strive to generate a culture of caring in schools. We find that leaders influence caring through the way in which they exemplify/enact their educational vision and personal values, but also through the adjustments they make to organizational priorities and structures. This analysis of leadership highlights the way that caring in schools transcends individual relationships and becomes an aspect of the organizational culture. The research and practice implications of the enablers and constraints on leaders' efforts to create a caring culture are discussed.

An inquiry of caring in the classroom: A teacher story

ACKNOWLEDGMENTS I would like to thank the following people who have supported me throughout the dissertation process and in other words acknowledge my context of care. Special thanks to my committee chair Dr. Victoria Fu, for guiding me through the entire dissertation process. I also appreciate the time and input of all my committee members including Dr. Susan Hutchinson who continued to support me even after she transferred to another university. Dr. Doris Martin first helped me think about this topic in scholarly fashion years ago in my first graduate class and supported me long distance throughout the experience. Dr. Melanie Uttech helped me expand my ideas of all the possibilities qualitative research holds and opened the door to my future work as a methodologist. My department chair at Eastern Mennonite University, Dr. Donovan Steiner's, support and flexibility was the reason I was able to take my first doctoral course and envision the possibility of a second one. Dr. Steiner's acknowledgment is also symbolic of the larger church of Mennonites he represents and the generations of a belief in care that my dissertation rests on.

The Influence of Care: An Exploration of Student and Teacher Experiences

2020

An exploration of caring relationships among students and teachers, what the relationships look like, and how the relationships impact teachers, students, and classroom culture is the focus of this portrayed case study. A constructivist epistemology and an interpretivist paradigm form the conceptual framework, both of which align with the theoretical frameworks of Attachment Theory, Care Theory, and Self-Determination Theory. The research questions focus on how care is enacted within the classroom setting, with a focus on one teacher and seven students within an alternative high school setting. Research questions guiding this research are: (a) What is the nature of caring student-teacher relationships? (b) How do teachers perceive caring student-teacher relationships to impact themselves and their students? and (c) How do students perceive caring from their teachers? Triangulation, the use of multiple cases, and member checking were used to ensure trustworthiness of this research. F...

Caring In Teaching: A Complicated Relationship

This article addresses how developing caring relations with students at a community col- lege effectively supports students’ needs and ultimately success. At the same time, I dis- cuss my own personal dilemmas while creating relationships that focus on students’ needs. I use Nel Noddings’ ethic of care theory to discuss how her ideas and the idea of others have challenged me to think about and develop an ethic of care enriched by my own teaching and interactions with my students. In this paper, I use three vignettes to il- lustrate: the profound difference caring can have on one student; sometimes one’s caring will lead a student to remove herself from academe; and the power of caring in terms of community. I conclude cautiously, knowing that the demands involved in developing car- ing relations is complicated by the needs of many: the students’, my own and the institu- tions’.

Oxford Review of Education The caring relation in teaching

According to John Macmurray, 'teaching is one of the foremost of personal relations'. This paper describes that relation in some detail from the perspective of care ethics. This involves a discussion of the central elements in establishing and maintaining relations of care and trust which include listening, dialogue, critical thinking, reflective response, and making thoughtful connections among the disciplines and to life itself. discussion with neither the individual nor the collective, but with the relation. In an encounter or sequence of encounters that can appropriately be called caring, one party acts as carer and the other as cared-for. Over time, in equal relations, the parties regularly exchange positions. Adult caring relations exhibit this mutuality.

The Caring Responsibility within the Pedagogical Environment (original) (raw)

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