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<p>Schools are in a&#xa0;constant state of change and development. School leaders are central players in organisational change and school development. Their vision of school is decisive for school development processes. At schools in challenging situations, school leaders are increasingly focussing these processes on the divers needs of their heterogeneous pupils. Building on this, the article explores two questions: How do school leaders at schools in challenging situations perceive the heterogeneity of their pupils along different dimensions of heterogeneity? To what extent and in which ways do they develop strategies for dealing with the characteristics of this diversity? To answer these questions, an analysis of school leader interviews was conducted using the documentary method. The interviews were part of the initial research of the initiative <i>Schule macht stark</i>. The results show three types of school leaders who express their perceptions of the heterogeneity of their student body in different ways. They also have different strategies for dealing with the characteristics of the heterogeneity of their pupils. While the mentor and guardian types of school leaders take a&#xa0;proactive approach, the third type, the torn leaders, appear to be overwhelmed and unable to find a&#xa0;strategy for dealing with this diversity. This provides opportunities for research and practice, especially for development-focused projects that aim to provide needs-based support to schools in disadvantaged and their school leaders, thereby promoting a&#xa0;handling of heterogeneity that is oriented towards the needs of the pupils.</p>

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Wahrnehmung und Strategien von Schulleitungen im Umgang mit der Heterogenität ihrer Schüler*innen

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月12日

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  • Susanne Enssen

摘要

Schools are in a constant state of change and development. School leaders are central players in organisational change and school development. Their vision of school is decisive for school development processes. At schools in challenging situations, school leaders are increasingly focussing these processes on the divers needs of their heterogeneous pupils. Building on this, the article explores two questions: How do school leaders at schools in challenging situations perceive the heterogeneity of their pupils along different dimensions of heterogeneity? To what extent and in which ways do they develop strategies for dealing with the characteristics of this diversity? To answer these questions, an analysis of school leader interviews was conducted using the documentary method. The interviews were part of the initial research of the initiative Schule macht stark. The results show three types of school leaders who express their perceptions of the heterogeneity of their student body in different ways. They also have different strategies for dealing with the characteristics of the heterogeneity of their pupils. While the mentor and guardian types of school leaders take a proactive approach, the third type, the torn leaders, appear to be overwhelmed and unable to find a strategy for dealing with this diversity. This provides opportunities for research and practice, especially for development-focused projects that aim to provide needs-based support to schools in disadvantaged and their school leaders, thereby promoting a handling of heterogeneity that is oriented towards the needs of the pupils.