Autonomy, Leadership and Leadership Development in England's School System

Autor/inn/en	Woods, Philip A.; Roberts, Amanda; Jarvis, Joy; Culshaw, Suzanne
Titel	Autonomy, Leadership and Leadership Development in England's School System
Quelle	In: School Leadership & Management, 41 (2021) 1-2, S.73-92 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2020.1811661
Schlagwörter	Professional Autonomy; Leadership; Leadership Training; Foreign Countries; Educational Policy; Educational Improvement; Models; United Kingdom (England) + Suchen Sie Ihr Suchwort? Berufsfreiheit; Führung; Führungsposition; Führungslehre; Ausland; Politics of education; Bildungspolitik; Teaching improvement; Unterrichtsentwicklung; Analogiemodell
Abstract	The policy context for schools in England places great emphasis on leadership and autonomy as drivers of educational improvement. The purpose of this article is to explore how we can better understand, in this context, the challenges of leadership and autonomy and the conditions of leadership development that support or hinder the practice of ethical autonomy. The article summarises analyses of autonomy and the conditions affecting leadership preparation and development in England; in presenting the first of these two analyses, a definition is established of autonomy as adopting for oneself the principles to guide ethical action. The outcomes of the analyses are then considered together in order to frame thinking about the challenges entailed in autonomy and leadership. A key proposition is that principled autonomy is at the heart of this frame of thinking. At the conclusion of the article, implications are suggested for school leaders concerning the conditions for leadership development in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01