The Accountability Generation: Exploring an Emerging Leadership Paradigm for Beginning Principals

Autor/in	Heffernan, Amanda
Titel	The Accountability Generation: Exploring an Emerging Leadership Paradigm for Beginning Principals
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 39 (2018) 4, S.509-520 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heffernan, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2017.1280001
Schlagwörter	Foreign Countries; Accountability; Beginning Principals; Case Studies; Educational Improvement; National Competency Tests; Small Schools; Educational Change; Leadership; Longitudinal Studies; Educational Policy; Interviews; Administrator Attitudes; Discourse Analysis; Expectation; Leadership Responsibility; Faculty Promotion; Australia + Suchen Sie Ihr Suchwort? Ausland; Verantwortung; Case study; Fallstudie; Case Study; Teaching improvement; Unterrichtsentwicklung; School; Schools; Schule; Bildungsreform; Führung; Führungsposition; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Diskursanalyse; Expectancy; Erwartung; Australien
Abstract	School leaders in Queensland, Australia, are working in a rapidly shifting policy landscape, expected to work towards system-defined improvement measures involving increasingly higher external accountabilities. This article analyses a group of long-term case studies of the effects of school improvement expectations on principals since the introduction of National Assessment Program -- Literacy and Numeracy (NAPLAN) in 2008. Foucauldian theory is used to analyse the influence of performative cultures on a group of Queensland principals. A unique feature of this geographical region is the large proportion of small-school principals, the majority of whom are in the early stages of their teaching careers. Having joined the teaching profession post-NAPLAN, the influence of these accountabilities emerges as a point of difference between them and longer-established principals. The article identifies the emergence of this new leadership paradigm as an area inviting further inquiry within the field of educational leadership research, exploring the influence of rapidly shifting expectations on leadership practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01