Merit Selecting School Leaders: Australian Principals' Perspectives

Autor/inn/en	Steed, Kevin; De Nobile, John; Waniganayake, Manjula
Titel	Merit Selecting School Leaders: Australian Principals' Perspectives
Quelle	In: International Journal of Educational Management, 34 (2020) 8, S.1303-1315 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-12-2019-0417
Schlagwörter	Foreign Countries; Principals; Assistant Principals; Merit Rating; Elementary Secondary Education; Administrator Attitudes; Leadership; Professional Development; Bias; Leadership Training; Australia + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Analytische Arbeitsbewertung; Führung; Führungsposition; Führungslehre; Australien
Abstract	Purpose: This research paper explores the perspectives of Australian school principals in the state of New South Wales (NSW) regarding what they believe constitutes "merit" when selecting deputy principals, assistant principals (primary) and head teachers (secondary). Design/methodology/approach: An online survey was utilised to collect qualitative and quantitative data from school principals across the state of NSW to investigate their understanding of, and approach to, the merit selection of their respective school leadership cadres. Findings: Study findings indicated a statewide variance in the perceptions of principals when identifying merit for the purposes of recruiting school leadership teams. These findings question the widely held view that candidates compete for school leadership positions on a level playing field. Practical implications: In practical terms, the findings indicate that NSW school principals would benefit from more intensive professional learning opportunities designed to enhance their ability to objectively identify and assess merit when selecting school leaders. Originality/value: This study contributes to an enhanced understanding in an area where there is a paucity of research-based evidence focusing upon the perspectives of school principals regarding their understanding of meritocratic theory and its influence on their school leadership selection practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01