Middle Leaders as Policy Translators: Prime Actors in the Enactment of Policy

Autor/inn/en	Skerritt, Craig; McNamara, Gerry; Quinn, Irene; O'Hara, Joe; Brown, Martin
Titel	Middle Leaders as Policy Translators: Prime Actors in the Enactment of Policy
Quelle	In: Journal of Education Policy, 38 (2023) 4, S.567-585 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skerritt, Craig) ORCID (McNamara, Gerry) ORCID (Quinn, Irene) ORCID (O'Hara, Joe) ORCID (Brown, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2021.2006315
Schlagwörter	Middle Management; Educational Policy; Educational Practices; Self Evaluation (Groups); Foreign Countries; Elementary Schools; Administrator Attitudes; Policy Formation; Principals; Ireland + Suchen Sie Ihr Suchwort? Mittlere Führungskraft; Politics of education; Bildungspolitik; Bildungspraxis; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Ausland; Elementary school; Grundschule; Volksschule; Politische Betätigung; Principal; Schulleiter; Irland
Abstract	This paper picks up and elaborates on the conception of policy translators in schools -- key actors in the enactment of policy. The qualitative data presented here highlight how it is often middle leaders doing high-profile policy work in schools, turning ideas into actions and bringing policy to life. As translators, they organise, manage, lead, plan, produce, inspire, persuade, and appease, and in doing so they translate policy into practice and make it a collective effort. At the same time, they are often overloaded and inundated. In focusing on middle leaders as policy translators, this research makes several important contributions to scholarship: empirical data is provided to support and expand on policy enactment theory, the limited research base on middle leadership is developed, and understandings of how school self-evaluation plays out in schools are strengthened. Thus, it is envisaged that this paper will not only be of interest and of use to researchers and policymakers concerned with policy, evaluation, and leadership but to practising teachers and school leaders attempting to make sense of their own experiences at the coalface. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01