ERIC Number: ED420469
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Managing Change in Small Primary Schools.
Wilson, Valerie; McPake, Joanna
Interchange, n54 Jun 1998
This report summarizes a two-phase research project on the strategies used by headteachers in small Scottish primary schools to manage mandated educational changes. The research focused on four initiatives of the past decade: 5-14 Curriculum Guidelines, School Development Planning, Staff Development and Appraisal, and Devolved School Management. In the first phase, survey responses were received from 708 of the 863 small primary schools with 120 students or less. The second phase consisted of case studies in 18 schools. Two of the initiatives had been fully or partially implemented in virtually all responding schools. About half of headteachers identified problems with the pace of change and lack of time. The most frequently used management activity in implementation of change was informal discussions with other headteachers. Tables list management activities by frequency of use, overall and for each initiative. Sections on each of the four initiatives discuss management activities supporting implementation and factors inhibiting implementation. The findings suggest a small-school management style involving creation of a collegial team; networking with outside colleagues and resources; and situational management based on realistic assessment of context, tasks, and available resources. Recommendations are offered to headteachers, education authorities, and national organizations to support continuing development of a small-school management style. (SV)
Descriptors: Administrator Attitudes, Change Strategies, Educational Change, Elementary Education, Elementary Schools, Foreign Countries, Principals, Rural Schools, School Administration, Small Schools
Scottish Office Education and Industry Department Victoria Quay, Edinburgh EH6 6QQ, Scotland, United Kingdom.
Publication Type: Collected Works - Serials; Reports - Research
Education Level: N/A
Authoring Institution: Scottish Office Education and Industry Dept., Edinburgh.; Scottish Council for Research in Education, Edinburgh.
Identifiers - Location: United Kingdom (Scotland)