Degrees of School Democracy: A Holistic Framework

Woods, Philip A.; Woods, Glenys J.

doi:10.1177/105268461202200402

Cited by 13 publications

(12 citation statements)

References 21 publications

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“…It is built precisely "at the confluence of various logics and interests (political, management, professional and pedagogical), so that it is necessary to know how to manage, integrate and negotiate" (Barroso, 2005, p. 109). As such, teachers' collegiality implies the recognition of leadership as a peer-to-peer, supportive, collaborative process, with collective decision-making particularly on strategic issues (Woods and Woods, 2012).…”

Section: Leadership and Management In The School Contextmentioning

confidence: 99%

“…I have a meeting every Monday at school, to share, plan the week, provide services, solve problems and make decisions" (PM9). It seems that decision-making still results from a negotiation process based on participation and teamwork (Bush, 2006;Woods and Woods, 2012), contradicting the fear that the school administration model could lead to less collegiality in management (Carvalho, 2017).…”

Section: Collegiality Of Teachers and Leadershipmentioning

confidence: 99%

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The impact of the management model on the principal’s leadership: the Portuguese case

2021

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The Principal is a central actor in schools and their formal leader. The public school management model (PSMM) influences his/her leadership style and behaviours. This study intended to analyse Principal’s performance as a leader under the current PSMM, as well as the positive and negative aspects of the model. The data were collected through exploratory interviews with a random systematic sample of 30 Principals with a management experience of at least 4 years. The results showed that Principals seek to find a balance between their role as leaders and managers, privileging delegation and collegiality in team coordination, disagreeing with the current General Council configuration, and underlining the importance of values and ethics in school management. They demand more time for pedagogical management and monitoring, greater autonomy and less bureaucracy and denounce the lack of resources for the management of people, facilities, equipment and services.

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Section: Leadership and Management In The School Contextmentioning

confidence: 99%

Section: Collegiality Of Teachers and Leadershipmentioning

confidence: 99%

The impact of the management model on the principal’s leadership: the Portuguese case

2021

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“…Creative spaces are defined as micro-or meso-level areas of leadership activity where entrepreneurial and innovative change are encouraged or facilitated and where social actors may interpret and shape received policy. Arguably these spaces are growing (Woods, 2012) as the managerialist governance paradigm comes under sustained critique (Osborne, 2010).…”

Section: Creative Spacesmentioning

confidence: 99%

“…Social and organisational influences, the self and purpose and intention come together in practice. If democratic emergence is best understood as being on a journey through 'degrees of democracy' towards dimensions of democracy such as power sharing and holistic wellbeing (Woods & Woods, 2012, 2013a, that journey is made through practice. This is potentially important for understanding how the controlling effects of performative governance may be challenged and reshaped.…”

Section: Democratic Emergencementioning

confidence: 99%

Newness Against the Grain

2018

Organization and Newness

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What is the nature of democratic innovation in a performative culture? The purpose of this chapter is to help answer this question by giving conceptual substance to the notion of democratic emergence as a specific kind of innovation in the context of contemporary governance trends. It is argued that the performative governance which is the product of these trends is not invulnerable to challenge because of deficiencies in the capacity of managerialism and performative governance to improve services, and the creative spaces for agency and initiative created by the valuing of entrepreneurialism and innovation. The chapter draws on existing conceptual work on democratic approaches to school organisation and innovation (Woods, 2013a; Frost, 2012; Frost & Roberts, 2011; Woods, 2013a), relevant literature on entrepreneurialism, discussed below, and on offers a brief insight into an example of democratic innovation in practice. A proposition underlying the chapter is that democratic innovation has to position itself in relation to performative governance on the grounds that there is in the contemporary context no other choice. Performative governance is defined as a policy and organisational climate dominated by an instrumental rationality in which an entrepreneurial culture is promoted and progress and achievement are measured relentlessly against calculable ends such as targets and financial goals (Woods & Woods, 2013b). Instrumentalising trends, which institutionalise competitive values and managerialist priorities, are strong features of this climate (Woods, 2013). Their tendency is to eclipse or marginalise aims of individual criticality, democratic participation, autonomy and human development as intrinsically worthwhile purposes. The challenge to educators' identities is encapsulated by Jeffrey and Troman's (2012) conceptualisation of the 'embracing performative institution' (EPI). In EPI, power is exercised subtly in ways that lead organisational members to 'submit themselves to the authority of an institution, internalise its values and enact through them mutual surveillance

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“…It is one component of the holistic democracy framework. Woods and Woods (2012) define transforming dialogue as,A climate where exchange and exploration of views and open debate are possible, enabling deliberative democracy to take place through which individuals cooperatively seek to reach beyond individual narrow perspectives and interests, enhance mutual understanding, and work toward the greater good for themselves and the community. (p. 707)…”

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confidence: 99%

Lessons Learned from Designing a Principal Preparation Program: Equity, Coherence, and Collaboration

Leggett

DeSander

Stewart

2022

Journal of Research on Leadership Education

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This study examines the work completed by a regional, comprehensive university’s principal preparation program in redesigning their curriculum for greater coherence. Their process for identifying equity as a program theme and explicitly addressing learning related to program themes is described. Key steps in the process include (a) collaborating with partners, (b) identifying problems of practice, (c) surfacing core beliefs, (d) articulating a comprehensive theory of action, (e) creating a crosswalk aligning standards to courses and themes, and (f) identifying learning experiences and assessments aligned to the crosswalk. Their conclusions recognized the importance of collaboration, coherence, and context in redesigning

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Degrees of School Democracy: A Holistic Framework

Cited by 13 publications

References 21 publications

The impact of the management model on the principal’s leadership: the Portuguese case

The impact of the management model on the principal’s leadership: the Portuguese case

Newness Against the Grain

Lessons Learned from Designing a Principal Preparation Program: Equity, Coherence, and Collaboration

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