Accountability, Autonomy and Stress: Principal Responses to Superintendent Change in a Large US Urban School District

Autor/inn/en	West, Deborah L.; Peck, Craig M.; Reitzug, Ulrich C.; Crane, Elizabeth A.
Titel	Accountability, Autonomy and Stress: Principal Responses to Superintendent Change in a Large US Urban School District
Quelle	In: School Leadership & Management, 34 (2014) 4, S.372-391 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2014.928683
Schlagwörter	Accountability; Personal Autonomy; Principals; Urban Schools; Stress Variables; Guidelines; School Districts; Superintendents; Administrator Attitudes; Leadership Styles; Interviews; Standardized Tests; Scores; Administrative Organization + Suchen Sie Ihr Suchwort? Verantwortung; Individuelle Autonomie; Principal; Schulleiter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Richtlinien; School district; Schulbezirk; Schulrat; Führungsstil; Interviewing; Interviewtechnik; Standadised tests; Standardisierter Test
Abstract	This study investigates how principals in a large US urban school district responded to two different superintendents who employed contrasting leadership styles and utilised divergent organisational schemes. We originally conducted interviews with principals in 2007, when the district's superintendent asserted fierce performance demands and limited principals' site-based discretion in favour of protecting and exerting central office power. We conducted interviews again in 2013 after a new superintendent had relaxed school test score expectations and distributed the central office's previously tight, centralised control into largely self-directing sub-regions. Our findings demonstrate that superintendent change noticeably affected how principals understood and encountered accountability, autonomy and stress. To help make sense of our findings, we employ a three-part conceptual framework drawn from the study of educational leadership. We conclude by considering implications, including the notion that unrelenting stress has become a permanent part of the modern urban US principalship. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10