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The issue of training and appointment of school administrators has consumed substantial attention from educational scholars for several decades. The literature has witnessed a growing amount of research effort in investigating and identifying the effective ways of training and appointing school principals. However, there are also political, social and cultural aspects to this endeavour, which potentially influences the practices pertaining to training and appointment of school principals. This chapter represents scholarly efforts to discuss issues on the training and appointment of school administrators in Turkey within its historical and political background. Thus, first, it focuses on the historical journey of the field of educational administration in Turkey. This journey has been categorised under three phases: The Ottoman Era, Early Years of Turkish Republic and the 1950s Onwards. Second, this chapter discusses school principalship in Turkey with a specific focus on political and legal dimensions. Finally, the chapter ends with an overall evaluation of the practices and policies pertaining to school administration curriculum in Turkey.

Promotes and justifies a stronger comparative emphasis in the study of educational administration and management. Addresses questions such as, why adopt a comparative approach to educational administration? Why ground a comparative approach in culture? and, why focus on school organisation, leadership and management as the baseline unit for comparison? In systematically addressing these questions, the paper begins by acknowledging that comparative educational administration has, at best, a weak knowledge base. It goes on to clarify the potential importance of a comparative dimension to the field, and in particular, a comparative approach reflecting a cross‐cultural perspective. Finally, the paper briefly addresses a number of key issues which, it is argued, could inform initiatives to create a robust cross‐cultural approach to comparative educational administration

Despite the widespread use of teams and extensive research regarding school‐based teams, there is a paucity of research regarding team‐theory applied to high school administrations. This paper aims to explore the team structures and conditions of a public high school administration that has demonstrated success with a heterogeneous student population.

This is a case study employing multiple approaches within a qualitative particularistic case study methodology. The participants were the members of a public high school administration, plus the employees of the school. The study used surveys, semi‐structured interviews, and coded observations to examine the structures and conditions of the administration as a team.

The findings suggest practical strategies of value to school leaders seeking to increase the likelihood for administrative team success. A qualitative case study of a public high school administration revealed the presence of five enabling conditions and structures of high performance teams (HPT): real team, compelling direction, proper work structure, supportive context, and expert coaching.

This case study is limited to one participant school and the size limits the findings and may not be representative of the population of all public high schools. In addition, the findings warrant additional research that includes a broader, more extensive, and diverse population.

The findings in this research are of practical value to school leaders seeking to increase the likelihood for administrative team success.

This paper extends a model examined in other industries to education, and has both practical and theoretical value. The exploration of critical structures within a high school administrative team is new and its practical applicability increases its value.

A study of the published statements of Australian school administrators revealed that two distinctive configurations of power and service relationships are projected in their publically presented images of state school administration as it relates to government and the public. A previous Traditional Centralist‐Unity configuration is now being replaced by an Emergent Devolution‐Diversity conformation. Analysis was directed to (a) understanding the significance of the two images in terms of their function as public communications, and (b) accounting for the shift in the imagery in the light of pressures for change, the way administrators are interpreting change as turbulence, and the projection of counter images incorporating critiques of government school systems. To help organise analysis, it was assumed that images of system administration have the potential to communicate: 1. information, 2. explanation, 3. judgements and value positions, 4. statements designed to advance sectional interests, and 5. themes and persuasive symbols. It was also assumed that the shift in the public images of administrators may be studied in the way their images relate to three basic sources of administrative tension: tensions which arise from problems of meaning, problems of aspiration, and problems of practice.

In this paper, which was presented at a Conference for Lecturers in Educational Administration held in Melbourne in August 1981, the author expands upon past criticisms of the phenomenological and Marxist perspectives, provides an extensive analysis of the concept of loose coupling and puts forward a philosophical alternative to the phenomenological and positivistic positions. The interplay of philosophical viewpoints with issues in theory, research and preparation in educational administration is emphasized.

This article discusses the devolution of educational administration in Victoria from the perspective of the role and selection of principals in such a devolved system. Drawing on such writers as Dewey and Giddens the article presents the case why, in a political democracy, we should also have democratically administered organisations. But the tensions and problematic aspects in democratic forms of educational administration are also outlined. These forces impinging on the role and selection of principals are then exemplified through a case study.

In a global context characterised by a growing recognition of the role that educational leaders play in ensuring school effectiveness and the consequent need to design effective leadership preparation programmes, many educational leadership preparation providers around the world have borrowed international standards and frameworks in order to guide their programmes and assure their quality. This trend has been on the rise as a response to globalisation pressures and a growing interest in acquiring international recognition through accreditation agencies. However, this raises important questions about the potential repercussion of using foreign, mainly Western, frameworks to develop or assess national leadership preparation provision. Evidence from relevant literature indicates that these frameworks, when applied to local contexts, need to take contextual factors into account. In this chapter, we engage with existing literature in relation to leadership preparation, internationalisation and professional standards to reflect on our experience of using international standards to develop the Masters in Educational Administration programme offered by Sultan Qaboos University (SQU) in Oman. We hope to contribute to existing internationalisation literature by providing a different perspective on educational administration and leadership preparation from a non-Western tradition, thereby expanding the understanding of meaningful leadership preparation in general.

Metaphors are revelatory of the perceptions, values and behaviors of school administrators. Through transfer of meaning, metaphors attempt to broaden perspectives, enhance understanding and provide insight into the organization, operation and administration of school. What effect do metaphors, whether verbalized openly, expressed symbolically, or camouflaged in organizational structures and behaviors, have on schools and their operations? What influences, if any, are there if school administrators liken the activities and administration of their schools to an assembly line operation? A ticking clock? A garden? A mirror of society? A museum? Or, candy machine? The purpose of the paper is to address these two questions by: presenting a variety of images, similes, metaphors, and analogies used to describe the purposes of and the organization, operation and administration of public schools; examining what six particular metaphors contribute to an understanding of various characteristics and dimensions of schools; and finally, analyzing what these metaphors mean in terms of how educational administrators conceptualize schooling, interpret their administrative role, and put their knowledge, skills, attitudes and values into practice. The paper includes a discussion of the potential of metaphor in terms of its implications for the practice of administration in schools, for the training of educational leaders, for the construction of theory, and for the development of a philosophy of educational administration.

An outstanding example of the development of the co‐operative movement in U.S. higher education is the University Council for Educational Administration. An outgrowth of the Kellogg — C.P.E.A. program, U.C.E.A. membership now numbers 48 leading universities. The Council's mission is to improve the professional preparation of administrative personnel in education through the creation and use of new modes of university inter‐communication and co‐operation. Much attention has been paid to the development of case studies (written, taped and filmed) and simulation materials, and to the encouragement of research and the development of theory in educational administration. Present plans include the establishment of a professional journal, the establishment of an abstracting service and the promotion of communication on the international level.