Educational Policy and School Leadership in Upper Secondary Schools: New Relationships and New Tensions.

Autor/in	Moller, Jorunn
Titel	Educational Policy and School Leadership in Upper Secondary Schools: New Relationships and New Tensions.
Quelle	(1998), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Decentralization; Educational Change; Educational Policy; Foreign Countries; High Schools; Instructional Leadership; Principals; Professional Autonomy; School Administration; Teacher Administrator Relationship; Teacher Evaluation; Teacher Morale; Teacher Supervision; Norway + Suchen Sie Ihr Suchwort? Decentralisation; Dezentralisierung; Bildungsreform; Politics of education; Bildungspolitik; Ausland; High school; Oberschule; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Berufsfreiheit; Teacher appraisal; Lehrerbeurteilung; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Norwegen
Abstract	Decentralization has driven educational reforms in Norway since the 1970s, but this has raised questions of who should assume responsibility for education. Ways in which principals and teachers are affected by reform initiatives, such as the change of established zones of control as represented by a work-time agreement for teachers, are presented. The report highlights some problematic aspects of changed decision-making structures in schools. The study drew on qualitative data from two upper-secondary schools. Results show that the work-time agreement, which requires teachers to work 190 scheduled school hours per year, exclusive of their normal teaching hours, breaks the established practice and work culture of teachers who had enjoyed a large degree of professional autonomy. Furthermore, a sharper division between the administration team and the teachers has emerged as a consequence of a change in the role of the faculty head. The principal's role as employer, personnel manager, and educational leader cannot be fulfilled effectively with the present organizational structure in schools. Teachers feel they are mistrusted and energy is being concentrated upon the protection of established practices as opposed to educational improvements. An appendix offers an overview of Norway's educational system. (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC