Empowered or Beleaguered? Principals' Accountability under New York City's Diverse Provider Regime

Autor/in	Shipps, Dorothy
Titel	Empowered or Beleaguered? Principals' Accountability under New York City's Diverse Provider Regime
Quelle	In: Education Policy Analysis Archives, 20 (2012) 1, (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	School Support; Principals; High Schools; Empowerment; Accountability; Incentives; School Districts; Educational Policy; Interviews; Administrator Attitudes; Educational Administration; Business; Educational Change; Organizations (Groups); Ancillary School Services; Administrator Effectiveness; New York + Suchen Sie Ihr Suchwort? Schulförderverein; Principal; Schulleiter; High school; Oberschule; Verantwortung; Anreiz; School district; Schulbezirk; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Bildungsverwaltung; Schuladministration; Schulverwaltung; Business studies; Wirtschaft; Betriebswirtschaft; Bildungsreform
Abstract	By 2008, New York City's school governing regime contained two market-creation policies. Each reshaped principal incentives. One closed large high schools, replacing them with four-to-eight small schools. Another replaced uniform district-provided services with eleven School Support Organizations (SSOs). Both aimed to empower principals with new discretion. This interview study of a small, stratified random sample of high school principals uses mixed methods to analyze 241 incidents detailing their reactions. Guiding questions include whether principals experienced the policies as empowering. Findings show that two thirds of the principals felt beleaguered rather than empowered; incentives appeared insufficient to provide them with unambiguous direction and confidence in their own decisions. The study concludes by considering what additional resources might be needed to expand the one third who felt empowered into a majority. (Contains 8 tables and 22 footnotes.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10