NotesFAQContact Us
Search Tips
ERIC Number: ED411575
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 27
Abstractor: N/A
Reference Count: N/A
Leading and Managing Schools in the Post-Reform Era.
Weindling, Dick; Wallace, Mike
Over the past decade, the United Kingdom's central government education-reform program has created new leadership and management tasks. Key questions have arisen about how leaders will work to achieve the core purpose of their schools. This paper is based on a review of 15 major research studies that examined the impact of recent educational reforms on schools in the United Kingdom. The projects were funded by the Economic and Social Research Council, a central government agency. The paper summarizes some of the key findings from the projects and highlights the main implications for school leadership and management. It discusses themes related to the three research questions: (1) How have central government reforms affected school leadership and management? (2) What management problems have arisen in connection with central government reforms? and (3) What lessons may be learned about improving the effectiveness of school leadership and management? Findings indicate that there is greater mutual dependence between those responsible for and those affected by management; school leaders face a widening range of ethical dilemmas; changes in implementation strategies have made planning and evaluation difficult; and inequitable funding imposes constraints on managers of schools with the least resources. It is recommended that managers focus simultaneously on improving management procedures and on improving teaching and learning. External support, particularly training, is important for people engaged in new work relationships. (Contains 21 references.) (LMI)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom