Leader Succession in School Settings

Miskel, Cecil; Cosgrove, Dorothy

doi:10.2307/1170408

Cited by 7 publications

(12 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…I thus argue that it was recoupling, combined with how Kox interacted with teachers and how teachers responded to her, that created turmoil. While principal transitions can be disruptive, they can also be routine and unproblematic (Macmillan 2000;Miskel and Cosgrove 1985). 7.…”

Section: Discussionmentioning

confidence: 99%

The Myth Incarnate: Recoupling Processes, Turmoil, and Inhabited Institutions in an Urban Elementary School

2010

View full text Add to dashboard Cite

The study of institutional myths has been central to organizational sociology, cultural sociology, and the sociology of education for 30 years. This article examines how the myth concept has been used and develops neglected possibilities by asking: What happens when myths become incarnate, and how does this occur? In other words, what happens when conformity to a rationalized cultural ideal such as ''accountability'' is no longer symbolic but is given tangible flesh? Data from a two-year ethnography of an urban elementary school provide answers and reveal ''recoupling'' processes through which institutional myths and organizational practices that were once loosely connected become tightly linked. In the school studied here, recoupling accountability with classroom practices created a phenomenon that teachers labeled ''turmoil.'' The findings advance our understanding of the micro-sociological foundations of institutional theory by ''inhabiting'' institutionalism with people, their work activities, social interactions, and meaning-making processes.

show abstract

Section: Discussionmentioning

confidence: 99%

The Myth Incarnate: Recoupling Processes, Turmoil, and Inhabited Institutions in an Urban Elementary School

2010

View full text Add to dashboard Cite

show abstract

“…Patterns in the process have been identified, and the ways in which each phase of the succession process shape and influence the outcome of subsequent phases have been described (Miskel & Cosgrove, 1984;Miskel & Owens, 1983;Ogawa, 1991). Most stage models predict that it takes at least five to seven years to build relationships of trust that can serve as a foundation for movement to later stages of the succession process-"consolidation and refinement," in Gabarro's (1987) terms.…”

Section: Frequency Of Principal Turnovermentioning

confidence: 99%

Investing in Leadership: The District's Role in Managing Principal Turnover

Mascall

Leithwood

2010

Leadership and Policy in Schools

View full text Add to dashboard Cite

This article presents the results of research into the impact of principal turnover on schools, and the ability of schools to mitigate the negative effects of frequent turnover by distributing leadership in the schools. The findings from this qualitative and quantitative analysis show that rapid principal turnover does indeed have a negative effect on a school, primarily affecting the school culture. Where there is high principal turnover, taking a coordinated approach to leadership distribution appears to mitigate at least some of the negative consequences of leadership turnover.

show abstract

“…Blumberg & Greenfield 1980;Hallinger & Murphy 1982). Miskel and Cosgrove's (1985) extensive review of leadership succession in school settings focussed on the effects of administrator succession on the organisational effectiveness of schools. Hart's (1987) research employed Miskel and Cosgrove's framework to analyse pre-arrival factors, arrival factors and succession effects.…”

Section: Leadership Successionmentioning

confidence: 99%

Assessing Impediments to Leadership Succession in Australian Catholic Schools

Dorman

D’arbon

2003

School Leadership & Management

View full text Add to dashboard Cite

Evidence from the field indicates that many good candidates are not applying for principalships in Australian Catholic schools. Research aimed at developing an instrument to assess their reasons for not applying was conducted in New South Wales, Australia. A sample of 977 assistant principals, religious education coordinators and other coordinators were used in the evolution of a survey instrument. Scale development procedures resulted in a 32-item questionnaire with 8 underlying scales (namely, Unsupportive External Environment, Systemic Accountability, Lack of Expertise, Personal and Family Impact, Explicit Religious Identity, Gender Bias, Interview Problems, Loss of Close Relationships). Validation data indicated that this instrument-the Impediments to Leadership Succession Inventory-has sound structural characteristics. Use of this instrument revealed that respondents who perceived clear disincentives and systemic and societal devaluing of the work of principals were less inclined to apply for a principalship.

show abstract

Leader Succession in School Settings

Cited by 7 publications

References 0 publications

The Myth Incarnate: Recoupling Processes, Turmoil, and Inhabited Institutions in an Urban Elementary School

The Myth Incarnate: Recoupling Processes, Turmoil, and Inhabited Institutions in an Urban Elementary School

Investing in Leadership: The District's Role in Managing Principal Turnover

Assessing Impediments to Leadership Succession in Australian Catholic Schools

Contact Info

Product

Resources

About