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LEADING SCHOOL IMPROVEMENT
caring is indirect. It touches the things that in turn promote personal growth
and development.
In addition to the previously noted definitional dynamics, care can be
unpacked into its “essential element”—in the same way that the academic
program is defined by essential subjects (see Figure 12.1). Elements, in turn,
are comprised of “factors.” Specific “strategies,” in turn, bring those factors
to life. An illustration here is helpful. In Figure 12.2, we see that “membership” is one of the four essential elements of care. Three factors in turn combine to create the norm of membership: belonging, accomplishment, and
recognition. Each of these factors becomes real through specific strategies
or actions. If a school decides that working on the factor of “recognition”
represents resources well invested, it would turn its attention to forming
strategies to ensure that all students have meaningful opportunities to be
acknowledged at school. A large number of possible strategies can be put
into place to make acknowledgment a reality.
Figure 12.1 Caring Leadership: Overall Model
Antecedents
Virtues Outcomes
Action
Elements and Factors Organiza6onal Pathways & Strategies Social Integra6on Work Disposi6ons Self-concept Nature of Work Psychological Capital Work Culture Engagement Performance
Outcomes Go to www.learningsciences.com/bookresources to download figures and tables.
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