Middle Management in Secondary Schools: Introduction

Bennett, Nigel

doi:10.1080/13632439969041

Cited by 16 publications

(11 citation statements)

References 1 publication

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“…One business manager who has moved into the academic world sees the difference as primarily one of negotiation. Like many of the writers on the topics of collaboration and collegiality (Bennett, 1999(Bennett, , 2000Hellawell and Hancock, 2001), he also sees high quality communication as an aid to decision and policy making. Charbonneau (2005: 12) describes the situation faced by Dean Paul Bates, who was previously a top Bay Street executive in Toronto's stock market.…”

Section: Management Style Of the Head Teacher And The Relationship Wimentioning

confidence: 93%

Investigating Secondary School Leaders’ Perceptions of Performance Management

Moreland¹

2009

Educational Management Administration & Leadership

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A B S T R A C TMuch of the research into teacher appraisal and performance management has focused on the experience of the classroom teacher. In this article, I will: (1) concentrate on the perspectives of the senior managers in secondary schools; (2) consider their views of the purpose of performance management; (3) compare their methods of implementation of the statutory regulations; (4) reflect on their leader ship ethos; and (5) review the links between their ideology and their perceptions of performance management. I have reflected on the links between performance management and strategic management-looking particularly at the work of Storey (2002) on using a balanced scorecard approach in education and Hartle et al. (2001), on leader ship effectiveness and on the use of teaching and management competences. A major additional area for investigation that emerged as a result of this study is a possible link between implementation and practice of performance management in a particular school with the leader ship style of the head teacher and her/his ideological relationship with the senior leader responsible for performance management.

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Section: Management Style Of the Head Teacher And The Relationship Wimentioning

confidence: 93%

Investigating Secondary School Leaders’ Perceptions of Performance Management

Moreland¹

2009

Educational Management Administration & Leadership

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“…Over the last decade, a lot of attention has been directed toward the role of school principals as change agents and curriculum leaders, resulting in researchers, for the most part, ignoring other sources of leadership in schools (Spillane, Halverson, and Diamond 2004). The reviews done by Bennett (1999) and Turner (1996) have revealed that there is a dearth of research relevant to the leadership of HoDs. The earliest work about HoDs, conducted by Earley and Fletcher-Campbell (1989), has argued that the key to improving the quality of teaching and learning lies very much in the effectiveness of the leadership provided by the HoD.…”

Section: Leadership Of Heads Of Departmentmentioning

confidence: 95%

“…This knowledge and these skills are likely to be acquired by the HoD through informal learning in the workplace (Turner 2006). Although the numbers of studies about HoDs have been increasing worldwide, in countries such as Canada (Hannay, Erb, and Ross 2001;Hannay and Ross 1999;Schmidt 2000), The Netherlands (Witziers, Sleegers, and Imants 1999), New Zealand (Cardno 2002), and especially in the UK (Bennett 1999;Brown and Rutherford 1998;Brown, Rutherford, and Boyle 2000;Busher and Harris 1999;Harris 2001;Harris and Chapman 2002;Turner and Bolam 1998), many questions or issues about the roles, knowledge and skills of an effective HoD remain unknown. Furthermore, studies have indicated that societal culture has a significant impact on leadership behaviour (Dimmock and Walker 2000;Kennedy and Lee 2008), yet there is a dearth of research on the role of the HoD within a Chinese context.…”

Section: Leadership Of Heads Of Departmentmentioning

confidence: 98%

Understanding the leadership qualities of a head of department coping with curriculum changes in a Hong Kong secondary school

Tam

2010

School Leadership & Management

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Little relevant research examining the leadership patterns of heads of department (HoD) coping with curriculum changes is found within the Chinese context. This article presents an exploratory case study which delineates the leadership qualities exhibited by a HoD as he overcomes the difficulties typically confronted in the process of school-based curriculum development (SBCD) in a Hong Kong secondary school. The findings showed that the challenges faced by the HoD included: (1) teachers' low receptivity of SBCD; (2) teachers' limited time and expertise in SBCD; and (3) a need for more effective collaboration in the department. The essential leadership patterns detected were: (1) personal charisma; (2) shared vision building; (3) empowerment of teachers; (4) changing beliefs and enhancing the capacity of teachers; and (5) fostering collegiality among teachers. This study suggests that unless the HoD is committed to making an innovation a priority, the potential of teachers to contribute to any curriculum change may not be realised.

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“…Busher e Harris (1999) entendem que os departamentos são a chave para operar a mudança nas práticas e Bennett (1999) refere-se às estruturas intermédias como o motor do desenvolvimento da escola, "it operates as the power-house of school development -or non-development" (p 292), pelo que a acção dos coordenadores de departamento será decisiva para que a mudança e consequente melhoria aconteçam (Harris, 1999 (Lima, 2008a, p. 196).…”

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Teachers’ perception of the head of department’s performance and of pedagogical supervision

Abreu

Cardoso

Rocha

2019

mill

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The implementation of the new Statute of the Career Teacher brought about major changes to school organization. One of these changes is the assumption of a new role by teachers, particularly the heads of department, who are now required to assume a more important role not only in the leadership of their departments, but also in supervision since they have become active participants in the evaluation process of their peers.This study aims at describing the beliefs and thoughts and the practices of the language departments heads of two secondary schools in the Azores, in order to get to know their expectations towards their new responsibilities and the obstacles to an effective leadership and supervision that they may be eventually confronted with.We have opted for a descriptive-comparative approach and a mixed methodology combining quantitative and qualitative research. The data were collected through questionnaires and interviews and submitted to statistical and content analysis procedures respectively.The results suggest that there are some differences in the practices of the two heads of departments involved in the study, especially in the way they see their role as supervisors of their peers' pedagogical practice. Specialized (in service) education in fields such as leadership, supervision and evaluation might be, therefore, appropriate, so that the authority of the head of department can be recognized as regards classroom observation, reflection on teachers' performance and subsequent evaluation.

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Middle Management in Secondary Schools: Introduction

Cited by 16 publications

References 1 publication

Investigating Secondary School Leaders’ Perceptions of Performance Management

Investigating Secondary School Leaders’ Perceptions of Performance Management

Understanding the leadership qualities of a head of department coping with curriculum changes in a Hong Kong secondary school

Teachers’ perception of the head of department’s performance and of pedagogical supervision

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