Edward A. Holdaway

University of Alberta, Canada.

Abstract: Research conducted in several countries on aspects of the principalship revealed substantial variations in practice. Information was collected through interviews, questionnaires and documents in three states and one territory in Australia, one Canadian province, Hawaii, and New Zealand. Other information was obtained through correspondence and the literature. Content is classified under these headings – importance of the principal’s role, role and responsibilities, availability and selection, training and accreditation, appraisal/assessment/ evaluation, and satisfaction and stress. Several key issues and concerns are identified which warrant careful consideration by politicians and senior educational administrators. During sabbatical leave in 1997 I was able to discuss aspects of the principalship with relevant stakeholders in Hawaii, New Zealand, and four jurisdictions in Australia – Australian Capital Territory, New South Wales, Queensland, and Victoria. Other information was obtained from England and Wales and from the literature. Also, in 1996-97 two colleagues and I surveyed the policies and practices involved in the selection and evaluation of school principals in the province of Alberta, Canada.

This article presents some information, observations, and conclusions related to the most salient concerns and issues from the above-mentioned activities under these headings – importance; method; availability and selection; role and responsibilities; training and accreditation; appraisal/evaluation/assessment; and satisfaction and stress. These conclusions and their implications could have relevance for several jurisdictions.

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Curtin University of Technology, Australia

Abstract: This paper reports the findings from a series of follow-up surveys of principals of primary (K-7) and secondary schools (Grades 8-12). The study was based on a similar set of studies conducted by Webber and others in western Canada (Webber, 1994). A major purpose of the study was to uncover the educational issues important to principals in the current context of their school administration. A total of 43 concerns were identified and six factors emerged to explain over 50% of the variance: Humanistic Educational Leadership, Increasing Demands, Decision-Making Processes, National Curricula, School Discipline, and Technology. The first factor emerged from principals strong concern for the well-being of students and staff, and the delivery of a relevant curriculum that met the needs of its recipients. Principals rated lowest concern for those matters related to externally imposed curricular changes: national curriculum, and student outcome statements. Other matters of low concern to principals were school violence, and gender bias in administration.

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University of West Georgia, University of Texas, El Paso, The Pennsylvania State University, USA.

Abstract: We report studies of independent samples of retired school superintendents and retired superintendents’ spouses, undertaken to explore perceptions, beliefs, and feelings about the superintendency as a job and career. In all, 50 superintendents (41 men, 9 women) and 21 spouses (17 wives, 4 husbands) were interviewed.

Both groups saw the job as difficult, providing many vivid illustrations. Both believed the work was becoming more demanding, with the superintendents reporting higher pressures and more intractable problems than did a sample of retirees interviewed almost 15 years earlier. Our samples both had contradictory attitudes about the superintendency: while emphasizing its negatives, most would opt for the same career choice again because of countering positives. Male and female superintendents usually gave similar responses, but many of the women perceived higher expectations, and were proud of having paved the way for other women. Spouses were especially concerned about pressures on their families, including their children. However, while superintendents had ready access to peers, spouses did not.

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The University of Hong Kong, The Hong Kong Institute of Education, SAR Hong Kong

Abstract: This article outlines the findings of an in-depth study of school-based teacher development in three selected primary schools in Guangzhou. It also describes the major means and approaches adopted by the schools in developing their teaching staff. Special features of such practices, namely, high institutionalization, high commitment, intensive integration, comprehensiveness, and a sharing and learning culture are identified and analysed. Furthermore, the implications of these practices on effective school-based teacher development are discussed.

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De Montfort University, U.K.

Abstract: Attempts have been made in the past to delineate the breadth of provision of higher degrees in educational management in England and Wales but no persuasive "map" of such provision has ever been produced. Equally, during an era when the higher education system has been undergoing dramatic change and provision of taught higher degrees has been expanding in all subjects throughout the sector, there are those who would argue that some elements of the higher education system have been more "market oriented" and have, therefore, been more responsive to the needs of client groups by providing taught postgraduate programmes. This paper outlines the results of a study which had two main aims: firstly, to provide such a "map" of the provision of taught higher degrees in educational management offered by institutions of higher education in England and Wales and secondly, to attempt to discover whether it is indeed correct that some types of higher education institution are more likely to offer such programmes. It is posited that such a "map" of provision may be of particular relevance at a time when the Teacher Training Agency is introducing a variety of new management initiatives, such as the National Professional Qualification for Headship.

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Centre for Educational Policy and Management, The Open University, U. K.

Abstract: This paper summarises the thinking behind a supported open learning course in management development in education taught by the Open University of the United Kingdom, and explores the extent to which initial evidence suggests it is achieving one of its central purposes: to promote a more reflective, investigative approach to considering management issues as a means of linking close-to-the-job training with academically rigorous work. It concludes that much personal and organizational learning is being promoted by the course, and that a central reason for this is the combination of detailed studies of practice and systematic reflection upon the findings which allows for unexamined assumptions to be explored. However, other factors may also be important in determining the extent to which students are able to generate a learning culture with their professional colleagues.

Queensland University of Technology, Australia.

Abstract: The authors introduce and briefly describe a ‘feminine heart’ approach to educational leadership and management. The approach counters the historic and fairly recent scientific or positivist movements and their various practices, which have permeated most educational settings around the world. While recent literature is laden with theoretical alternatives and multiple models that are more sensitive and humane (eg. Greenfield, 1975, 1980; Hodgkinson, 1991; Green & Manera, 1995; Sergiovanni, 1992), our concern is to move from past practices and current alternative thoughts to the actual daily practices that do value the often neglected ‘feminine’ aspects of leadership. Such an approach can happen when leaders lead with heart and when leaders model and share ways of leading that reflect a feminine ethos.

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Colorado State University, Fort Collins USA.

Abstract: The basic approach described in this article was to interview experienced educational leaders and to craft the interviews into leadership stories. These stories described the personal biography and life experiences of experienced leaders. The stories provided basic assumptions and details about how administrators performed in a specific situations and circumstances. The stories illustrated some of the explicit rules used by administrators to manage problems as well as the more tacit knowledge and assumptions embedded in practice.

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Auburn University, Alabama USA.

Abstract: During the last decade, faculty in programs of educational leadership have been involved in self-examination and revision in order to meet the educational leadership needs of a transformed society. Despite a flurry of activity, systemic change and radical transformation of programs is not in fact being implemented in the higher education arena and the changes which are taking place are cosmetic in nature. This article describes one attempt at initiating a systemic change through the development of a model to capture our vision and guide our action. It identifies the underlying program assumptions, the mission, and program attributes, along with a visual representation of the model design.

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Curtin University of Technology, Australia.

Abstract: In the past 25 years much attention has been given to the development and use of instruments to assess the qualities of the classroom and school environment from the perspectives of students and teachers. This paper describes the development, validation and application of an instrument, the Principal Interaction Questionnaire, to measure principals’ interpersonal behaviour in a school. The new instrument was based on the Questionnaire on Teacher Interaction, first devised in The Netherlands. It contains eight scales to measure various aspects of a principal’s interpersonal behaviour such as Directive behaviour, Strict/Inflexible behaviour and Understanding behaviour. The questionnaire was sent to 56 schools throughout Australia where it was completed by the principal and a random sample of 20 teachers in each school. The results obtained were analysed and provided measures of the interpersonal behaviour of principals as perceived by themselves and their teachers.

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Curtin University of Technology, Australia.

Abstract: This study reports on a trial project for the performance management of government school principals in the state of Western Australia. The paper presents the results of a survey questionnaire completed by participating principals and their superintendents. Several issues are discussed including the use of time, the nature and scope of activity undertaken by principals, the relationship between principals and superintendents and the nature of performance management in a devolved school system.

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Education Quality and Accountability Office (EQAO), Toronto, Canada.

Abstract: The increasing need for more and better information about student achievement for public accountability and program improvement is becoming a worldwide phenomenon. The Education Quality and Accountability Office (EQAO) is an arms-length agency recently established to provide Ontario educators and the public with accurate and timely information about the education system as the basis for public accountability and improvement. This article describes the background to the establishment of EQAO and the agency’s organization, mission, values, activities, philosophy, and approach to assessment. It also provides some preliminary in information about what the Office has learned from its first round of assessing and reporting.

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University of Tasmania, Australia.

Abstract: This article makes the case for undertaking systematic surveys of public opinion on educational issues and making the results of such surveying available to as many stakeholders as possible. Preliminary work in Tasmania, Australia, to develop a valid and reliable instrument for such a task and some of the results from a pilot using the instrument are reported. It was found that firsthand knowledge of public schools breeds confidence in and respect for the public schools.

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University of Tasmania, Australia.

Abstract: This paper explores the use and power of metaphor and adjective to assist school leaders inquire into the nature of the images, assumptions and values teachers have in relation to school matters. This article draws on current research and one Tasmanian school’s experience is outlined depicting how metaphor and adjective can be used as an effective means to direct and enhance the reviewing and planning processes within a school.

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Brunel University and University of Lincolnshire and Humberside, England.

Abstract: This paper examines the pressure on teacher educators within an English university department of education to accommodate changes to their work practices following the introduction of a new central government agency and the merging of a former college of education staff into a university department of education. The 1994 Education Act introduced the Teacher Training Agency with the brief to take over the management and development of teachers in England. As a consequence all colleges of education and university departments of education undertaking initial teacher education are now required to bid for their share of the ‘quota’ of students with success to be directly allied to performance. The consequent situation in the college we study has been exarcebated by the coincidence of a merger into a university department of education, a move that carries a different set of expectations for lecturers who previously saw their role as supportive of beginning teachers. The university on the other hand was expecting a heightening and broadening of research activity from lecturing staff. The resulting tension is examined through a range of semi-structured interviews and the analysis draws on change management theory in establishing a range of ways to reduce this role conflict and role ambiguity.

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New Zealand.

Abstract: Traditional Whare Waananga 1 in Aotearoa (New Zealand) were the houses of learning maintained by Maaori hapuu (tribes) and iwi (confederations) of Maori. The term waananga is used today to refer to a new type of post secondary educational institution that has emerged in recent years. This article, written by a participant observer, reports how one waananga, Te Waananga o Aotearoa (TWOA) is evolving. It is shown to be a dynamic, developing and unique organisation growing out of the culture and history of Maori to help students (tauira) prepare for life. Other contemporary waananga are mentioned in passing to provide a snapshot of a growing, developing and in-process Maori initiative. The aim of this paper is to outline the history and development of TWOA, the role waananga have under the 1990 Education Amendment Act and challenges to its viability as a tertiary institution such as the lack of government funding and policy for waananga, resistance to the establishment of TWOA, and how the absence of research is retarding development.

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University of Ulster, Northern Ireland.

Abstract: Educational reforms, both in nature and speed of implementation, often fail to recognise the resource implications of enforced changes and the impact these have on the capabilities of the individual school. This is especially evidenced when education is exposed to ‘market forces’ and ‘consumerism’.