Keeping Things on Track: School Principals as Managers

Autor/inn/en	Earl Rinehart, Kerry; Alcorn, Noeline
Titel	Keeping Things on Track: School Principals as Managers
Quelle	In: New Zealand Journal of Educational Studies, 54 (2019) 2, S.297-313 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Earl Rinehart, Kerry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-019-00140-5
Schlagwörter	Foreign Countries; Principals; Administrator Role; Leadership Responsibility; Leadership Styles; Governance; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Führungsstil; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Neuseeland
Abstract	Literature about education in New Zealand and internationally over the past 30 years has increasingly focused on the need for effective school leadership. In New Zealand a major Best Evidence Synthesis study (BES 2009) led to an emphasis on instructional leadership aimed at raising achievement. This emphasis has tended to undervalue management, linked to the status quo rather than change and improvement. However, extended interviews with rural primary principals revealed they saw management as crucial to responding to parental concerns, handling disruption, and keeping the school 'on track'. Making use of local knowledge and taking advice, they held the core responsibility for an observable response. These principals believed that managing issues helped them build and sustain the trust of the school community, which was of value 'next time'. Thus, aspects of management combine the relational and context-dependent work of school principals. Drawing on Mintzberg (1990) we argue that the recognition and valuing of management aspect of school leadership is crucial for principal effectiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01