Changes in Education Policies and the Status of Schools in Europe: The Views of School Principals from Eight European Countries

Autor/inn/en	Rinne, Risto; Järvinen, Tero; Tikkanen, Jenni; Aro, Mikko
Titel	Changes in Education Policies and the Status of Schools in Europe: The Views of School Principals from Eight European Countries
Quelle	In: Compare: A Journal of Comparative and International Education, 46 (2016) 5, S.764-788 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2015.1086631
Schlagwörter	Foreign Countries; Principals; Educational Policy; Educational Change; Neoliberalism; Governance; Relevance (Education); Coping; Administrator Attitudes; Equal Education; Comparative Education; Decision Making; Resource Allocation; Access to Education; Selective Admission; Educational Administration; Questionnaires; Finland; France; Germany; Italy; Netherlands; Poland; Slovenia; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Politics of education; Bildungspolitik; Bildungsreform; Neo-liberalism; Neoliberalismus; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Relevance; Relevanz; Bewältigung; Vergleichende Erziehungswissenschaft; Decision-making; Entscheidungsfindung; Ressourcenallokation; Access; Zugang; Bildungszugang; Bildungsselektion; Bildungsverwaltung; Schuladministration; Schulverwaltung; Fragebogen; Finnland; Frankreich; Deutschland; Italien; Niederlande; Polen; Slowenien; Großbritannien
Abstract	Neoliberal education policies have altered the operational environments of schools and affected school principals' job descriptions and requirements. As a result of managerialism, decentralisation and marketisation of education, principals are increasingly responsible for profitability, marketing and striving in competition, in addition to their role as pedagogical leaders. In this study, the opinions and views of European principals on the changes in the governing of education, relevance of education, educational transitions and different factors affecting coping with the demands of education are analysed. The views of the principals do not consistently reflect the structures of the national education systems. Questions related to educational equality highlighted the clearest differences. The more unequal the education system, the more important supporting the students in the weakest positions is to the principals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01