Learning to Be Political: New English Headteachers' Roles

Autor/inn/en	Crow, Gary M.; Weindling, Dick
Titel	Learning to Be Political: New English Headteachers' Roles
Quelle	In: Educational Policy, 24 (2010) 1, S.137-158 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904809354495
Schlagwörter	Role Models; Political Issues; Instructional Leadership; Principals; Resistance to Change; Case Studies; Foreign Countries; Educational Policy; Educational Environment; Politics of Education; Interviews; Conflict; Administrator Role; Administrator Attitudes; Beginning Principals; Socialization; Accountability; Elementary Schools; Public Schools; Administrator Effectiveness; Administrator Responsibility; Teacher Administrator Relationship; School Administration; Parochial Schools; United Kingdom (England) + Suchen Sie Ihr Suchwort? Identifikationsfigur; Politischer Faktor; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Case study; Fallstudie; Case Study; Ausland; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Interviewing; Interviewtechnik; Konflikt; Socialisation; Sozialisation; Verantwortung; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Konfessionsschule
Abstract	The current focus on instructional leadership within a high stakes accountability environment has frequently ignored the political role of school leaders. This article examines the perceptions of a group of new English headteachers to determine the features of their political role and their process in learning this role. The investigation is part of a larger study of new headteacher socialization that used a qualitative design with multiple case studies. The study found that these new headteachers confronted internal political issues, such as weak teachers, staff conflicts, resistance to change, and conflicts with parents as well as external issues, such as those involving governmental entities, the press, and the union. In responding to these political issues, the headteachers used trial and error, mentors/role models, and information gathering. The article ends with a discussion of the sphere of political activity among school leaders and the tactics for learning how to think and act politically. Implications for leader preparation and future research are also identified and discussed. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10