Balancing Managerial and Professional Demands: School Principals as Evaluation Brokers

Autor/inn/en	Hult, Agneta; Lundström, Ulf; Edström, Charlotta
Titel	Balancing Managerial and Professional Demands: School Principals as Evaluation Brokers
Quelle	In: Education Inquiry, 7 (2016) 3, S.283-304 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v7.29960
Schlagwörter	Principals; Administrator Role; Administrator Responsibility; Accountability; Faculty Workload; Institutional Evaluation; Risk; Administrator Attitudes; School Effectiveness; Academic Achievement; Instructional Improvement; Teacher Evaluation; School Districts; Foreign Countries; Professional Autonomy; Governance; Instructional Leadership; Elementary Secondary Education; Sweden + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Verantwortung; Risiko; Schuleffizienz; Schulleistung; Unterrichtsqualität; Teacher appraisal; Lehrerbeurteilung; School district; Schulbezirk; Ausland; Berufsfreiheit; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Instruction; Leadership; Führung; Schweden
Abstract	The evaluation trend in the global education field implies new professional challenges for school principals. The purpose of this article is to describe and analyse Swedish school principals' experiences of prevailing evaluations and the implications for the profession. Specifically, we examine: a) how principals respond to evaluations and their consequences in their schools; and b) the implications of the evaluations for the profession in light of professional responsibility and accountability. The interviewed principals are ascribed huge evaluation responsibilities and are in this respect key actors but to some extent are also 'victims' of external pressures. All schools are embedded in a web of evaluation systems. They share the view that evaluations that are useful for improving teaching, student achievement and everyday school life are those conducted close to practice, and involve teachers. Most of them are also aware of the risks for the reduction of the broad goals of schooling and for work overload. The principals express a desire to protect the fundamental values of professional responsibility but the total demands of the local evaluation web have involved a shift in their professional role towards professional accountability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01