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ERIC Number: EJ806823
Record Type: Journal
Publication Date: 2004
Pages: 18
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1741-1432
School Principals as Standards-Based Educational Leaders: Looking across Policy Contexts
Marsh, David D.; LeFever, Karen
Educational Management Administration & Leadership, v32 n4 p387-404 2004
Is it possible for principals/heads to be effective educational leaders? In this study, we compared the work of principals/heads in two policy contexts. In Policy Context 1, standards for student performance were common and well-established, and authority was devolved to the school level for reshaping the school to meet those standards. In contrast, Policy Context 2 involved attention to more locally defined standards, and authority was more rule-driven rather than directed by local self-management. Policy Context 1 provided several advantages for educational leaders. Principals/heads were able to use the formal leadership structure of the school and to be more focused on actually achieving student results as measured against standards. In contrast, principals in Policy Context 2 often had to spend considerable personal energy helping the school define its purpose/mission, and could not hold the collaborative focus tightly on a specific set of student standards or results. Implications for job structuring, principal development, and connections between policy and practice are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)