ERIC Number: ED432031
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
Management, Transformation, and Social Influence: Longitudinal Impact of Reform on Leadership in Four British Primary Schools.
Portin, Bradley S.
This paper examines the experiences of four headteachers in England and how they made sense of the changing nature of the headship from 1993-98. It views their experiences across three leadership "frames"--the managerial, the transformative, and the critical--to describe the way that leadership is both conceived and manifest. It focuses on the following questions: How have headteachers' conceptions of leadership changed over time during the implementation of education reform? What are the central aspects of the emerging roles of headteachers that define how they spend their time? How do headteachers negotiate the boundary between managerial demands and leadership imperatives? and What tensions or opportunities do headteachers experience with increasing headship experience? Data collection included semistructured interviews, nonparticipant observations, and document analysis. Each interview was transcribed and a modified grounded-theory approach was used in data analysis and theory building. The data suggest that the headteachers moved from being initially overwhelmed with the role changes in headship to a new level of expressed assurance with their role as headteachers. The findings are separated into three themes: the increasingly complex articulation of leadership understanding; the developing expertise in using leadership capacity to counter new managerialism; and institutional self-confidence and headteacher roles. Contains 22 references. (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)