期刊名称：FIRE: Forum for International Research in Education
印刷版ISSN：2326-3873
出版年度：2020
卷号：6
期号：2
页码：24-44
DOI：10.32865/fire202062184
出版社：Lehigh University
摘要：The purpose of this study was to provide insight into contextual factors predicting
the extent of principals’ sense of self-efficacy, or capacity, for instructional leadership, school
management, and parent engagement in public schools in the city of Bishkek following
Kyrgyzstan’s decentralization reforms post-independence. Findings indicate three contextual
factors influencing principals’ capacity that deserve attention in developing school leadership
training: (i) principals’ sense of job satisfaction; (ii) their perception of the effectiveness of
instructional supports in improving student learning; and (iii) teacher capacity for
maintaining communication with parents. Findings pointed to the significance of the
emerging elitization of public schools in Bishkek, and parental pressures for extra-curricular,
enrichment to promote student-centered learning that influence school leadership. The study
expands the literature on school leadership in the context of decentralization, particularly in
post-Soviet countries.
其他关键词：Instructional Leadership; Principals; Leadership Training; Decentralization; Asian Studies
