Remodeling Headteachers in England: Is It the End of Educational Leadership?

Autor/inn/en	Gunter, Helen M.; Rayner, Steve
Titel	Remodeling Headteachers in England: Is It the End of Educational Leadership?
Quelle	In: International Electronic Journal for Leadership in Learning, 11 (2007), Artikel 14 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1206-9620
Schlagwörter	Accountability; Evidence; Ethics; Foreign Countries; Educational Change; Instructional Leadership; Public Education; Principals; Participative Decision Making; Professional Identity; Context Effect; United Kingdom (England) + Suchen Sie Ihr Suchwort? Verantwortung; Evidenz; Ethik; Ausland; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Öffentliche Erziehung; Principal; Schulleiter
Abstract	We examine the contemporary relationship between headship and leadership in England. This speaks to the current globalizing agenda promoting generic leadership within a modernizing agenda of restructuring and reculturing in public education. Thinking based on several research studies is used to stimulate perspectives on a range of complex tensions between: first, labeling and the realities of work; second, training/credentialing as a leader; third, public accountability and the professional ethic of distributed leadership; and, fourth, centralized reforms and the realities of context. We construct an argument that the labeling of Headteachers as managing directors, chief executives, and more recently as school leaders, combined with training and a requirement to implement reforms, is central to a form of modernization that is reworking professionality as generic and business orientated. This current phase of reform is revealed as a centralized remodeling drive toward de-regulating qualified teacher status as a credential for school leaders. An educative ethic is identified as a counter-weight value-system providing evidence of lost stories and testimony to the relationship between professionality, leadership as a pedagogic process, and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10