Educational Leadership in a Competitive State: A Contradiction in Terms?

Autor/in	Moos, Lejf
Titel	Educational Leadership in a Competitive State: A Contradiction in Terms?
Quelle	In: International Journal of Educational Management, 26 (2012) 5, S.461-469 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/09513541211240255
Schlagwörter	Social Justice; Educational Change; Instructional Leadership; Case Studies; Democracy; Labor Market; Employment Potential; Competition; Comparative Analysis; Education Work Relationship; Educational Principles; Educational Objectives; Educational Administration; Social Services; Governance; Administrative Organization; Trend Analysis + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Case study; Fallstudie; Case Study; Demokratie; Labour market; Arbeitsmarkt; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Wettkampf; Bildungsprinzip; Educational objective; Bildungsziel; Erziehungsziel; Bildungsverwaltung; Schuladministration; Schulverwaltung; Social service; Soziale Dienstleistung; Soziale Dienste; Education; Educational policy; Financing; Steuerung; Bildungspolitik; Finanzierung; Trendanalyse
Abstract	Purpose: The purpose of this paper is to explore how important the choice of theoretical perspective is on the analyses of empirical data from a Danish case study. Design/methodology/approach: The empirical bases for the analyses are qualitative, longitudinal case studies of school leadership in the International Successful School Principalship Project (ISSPP). This article discusses and compares analyses from two analytical perspectives. The first is a welfare state perspective, which includes education for democracy and social justice. The second perspective is a competitive state perspective. Here the educational focus is on educating for employability on a labour market. Findings: School leaders are seen to comply with most of the demands of the competitive state: e.g. demands for negotiations and effectiveness. Leaders also intended to lead schools and education for democracy and social justice. Originality/value: The limitations and possibilities are described more clearly than usual. They therefore provide deeper insights into the complexities of school leadership. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10