NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1179995
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1363-2434
Why Mission Matters More for (Some) Charter Principals
Foreman, Leesa M.; Maranto, Robert
School Leadership & Management, v38 n3 p242-258 2018
Reflecting post-bureaucratic organisation theory, education reformers intended charter schools to empower school-level leaders, most typically principals, with autonomy to pursue clear, student-centred missions. Yet little research explores whether charter school principals have more power than traditional public school counterparts. We summarise the limited literature addressing the issue. Second, we present findings from interviews with nine charter leaders from six US states who have experience in leading both charter and traditional public schools, a unique data set. Both prior research and our findings suggest that generally, leaders feel more likely to be held accountable for results in charter schools than in traditional public schools. Furthermore, without oversight from school boards and central office administrators, charter leaders report having more power over budget and personnel, and more ability to collaborate with teachers. At the same time, standalone charter leaders report needing business support and training, while those from charter management organizations feel free to focus on academic success.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona; Texas; California; Arkansas; Pennsylvania; Tennessee
Grant or Contract Numbers: N/A