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1 – 10 of 74Australia has to find solutions to a critical shortage of school principals, and to this end, governments are spending millions of dollars on the development of leadership…
Abstract
Australia has to find solutions to a critical shortage of school principals, and to this end, governments are spending millions of dollars on the development of leadership standards and professional learning programs. This article focuses on the ‘disengagement’ problem and examines the disincentives for aspirants to undertake the role and for incumbents to continue in the role. Various responsive measures are critiqued, and alternative proposals that arise out of discussions with principals are discussed.
Kevin Steed, John De Nobile and Manjula Waniganayake
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…
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.
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Emanuel Tamir and Mirit K. Grabarski
This paper aims to apply the garbage can model to identify factors that affect managerial decision-making processes in educational systems undergoing reforms.
Abstract
Purpose
This paper aims to apply the garbage can model to identify factors that affect managerial decision-making processes in educational systems undergoing reforms.
Design/methodology/approach
This paper used a qualitative approach using semi-structured interviews with 39 teachers and managers in schools undergoing a system-wide reform.
Findings
The paper presents examples for a typology of decision outcomes found in the model and provides explanations for their emergence. It shows that there are many challenges that are associated with reform implementation and suggests factors that need to be taken into account when planning and implementing a reform.
Originality/value
School management and policy makers can learn about the risks that are associated with garbage can decision-making and the various risk factors. Practical suggestions are given to reduce the probability of suboptimal decision-making.
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Claire Sinnema, Alan J. Daly, Joelle Rodway, Darren Hannah, Rachel Cann and Yi-Hwa Liou
Foreign interventions and influence in the Asia-Pacific.
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DOI: 10.1108/OXAN-DB244680
ISSN: 2633-304X
Keywords
Geographic
Topical
Brenda Service, Gulay Erin Dalgic and Kate Thornton
The purpose of this paper is to explore the impact of a shadowing/mentoring component of a post-graduate programme designed to prepare deputy and assistant principals for the…
Abstract
Purpose
The purpose of this paper is to explore the impact of a shadowing/mentoring component of a post-graduate programme designed to prepare deputy and assistant principals for the principalship.
Design/methodology/approach
The research design is a qualitative evaluation of the shadowing/mentoring component of a principal preparation programme. The experiences of 13 individual aspiring principals who had taken part in the programme were explored using semi-structured interviews.
Findings
The shadowing/mentoring component of this programme allowed the aspiring principals to gain an understanding of the complexity of a principal’s role by shadowing and being mentored by experienced principals in a range of New Zealand schools. In addition to providing them with a network of effective principals, the experience led the aspiring principals to reflect on their leadership development.
Research limitations/implications
The study drew on a small sample of 27 students enroled in the programme, 13 of whom were included in the data collection process.
Originality/value
This study presents the views of aspiring principals who valued the opportunity to relate theory to practice as part of a post-graduate programme.
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The current thrust towards devolution of power to schools has alteredand expanded the principal′s role. Principals are being made responsiblefor school review and planning, local…
Abstract
The current thrust towards devolution of power to schools has altered and expanded the principal′s role. Principals are being made responsible for school review and planning, local selection of staff, school‐based staff development, performance appraisal, financial management, and the establishment of school councils. Principals need professional development to cope successfully with these new requirements. Reviews the immediate administrative training needs of school leaders, and then examines the dilemma universities face in providing appropriate administrative development. A new fee‐paying programme is proposed as a way for universities to fulfil academic responsibilities while providing school leaders with knowledge, skills and confidence for their emerging school self‐management responsibilities.
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Crisis management, trade promotion, counterterrorism and development efforts are likely to continue, together with democracy promotion initiatives in some countries. Substantial…
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DOI: 10.1108/OXAN-DB261894
ISSN: 2633-304X
Keywords
Geographic
Topical
US policy towards Africa.
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DOI: 10.1108/OXAN-DB224751
ISSN: 2633-304X
Keywords
Geographic
Topical
Purpose: In this chapter, I critically examine how federal regulation and guidance impact gender policing and transgender inclusion within educational institutions.Approach: I…
Abstract
Purpose: In this chapter, I critically examine how federal regulation and guidance impact gender policing and transgender inclusion within educational institutions.
Approach: I utilize feminist critical discourse analysis to examine the “Dear Colleague Letter on Transgender Students” and its underlying assumptions related to transgender inclusion and gender policing in institutions of education.
Findings: While the federal regulations and guidance currently in place protect some transgender individuals, they also re-stigmatize some transgender individuals by policing the acceptable ways of being transgender and reinforcing the gender binary.
Social Implications: I suggest other areas within the educational institution to address in order to achieve transgender inclusion.
Value of Paper: This chapter critically examines the logistics and effects of federal regulation on gender and transgender inclusion.
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