Why Mission Matters More for (Some) Charter Principals

Autor/inn/en	Foreman, Leesa M.; Maranto, Robert
Titel	Why Mission Matters More for (Some) Charter Principals
Quelle	In: School Leadership & Management, 38 (2018) 3, S.242-258 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2017.1346601
Schlagwörter	Principals; Charter Schools; Institutional Mission; Interviews; Administrative Policy; Teacher Administrator Relationship; Accountability; Leadership Training; Strategic Planning; School Effectiveness; Elementary Secondary Education; Arizona; Texas; California; Arkansas; Pennsylvania; Tennessee + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Charter school; Charter-Schule; Interviewing; Interviewtechnik; Verantwortung; Führungslehre; Strategy; Planning; Strategie; Planung; Schuleffizienz; Kalifornien
Abstract	Reflecting post-bureaucratic organisation theory, education reformers intended charter schools to empower school-level leaders, most typically principals, with autonomy to pursue clear, student-centred missions. Yet little research explores whether charter school principals have more power than traditional public school counterparts. We summarise the limited literature addressing the issue. Second, we present findings from interviews with nine charter leaders from six US states who have experience in leading both charter and traditional public schools, a unique data set. Both prior research and our findings suggest that generally, leaders feel more likely to be held accountable for results in charter schools than in traditional public schools. Furthermore, without oversight from school boards and central office administrators, charter leaders report having more power over budget and personnel, and more ability to collaborate with teachers. At the same time, standalone charter leaders report needing business support and training, while those from charter management organizations feel free to focus on academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01