ECER 2013 - Creativity and Innovation in Educational Research
Sprache des Tagungstitel:
Until 2020 a third of all present Austrian teachers and school leaders will retire. This will make ? since only teachers may become school principals according to law ? recruitment of school leaders more difficult. Thus, the question ?Who wants to become a principal and why?? and ?How can HRM influence career planning?? become important issues for education authorities as well as training and development agencies.
This paper investigates first what motives influence applying for school leadership positions and second the use of multiple learning approaches and different modes and types of learning in the (continuous) professional development (PD) of school leaders, particularly the use of self-assessment and feedback. Ehe extent to which self-assessment and feedback stimulates further learning and increases the motivation to engage in other learning opportunities is also enquired. Furthermore, it explores to what extent participating in orientation programs including self-assessment and feedback has an impact on the participants? career planning in terms of their intention to apply for a leadership position. In addition to surveys at the beginning, during, and after the program, a follow-up study was conducted using both quantitative and qualitative measures. Moreover, data on personal (e.g., sex, age, job satisfaction), situational (e.g., school type, school size) factors as well as person/situation interactions (e.g., perceived fairness of application process) in addition to application motives from an online questionnaire administered to Austrian teachers will be presented.