Preparation for the School Principalship: The United States' story

Murphy, Joseph

doi:10.1080/13632439869556

Cited by 36 publications

(40 citation statements)

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“…Perhaps the most insightful exposition of recent years has been the iterative examination carried out by Murphy (1992Murphy ( , 1998Murphy and Forsyth, 1999) who has identified four distinct periods in the evolution of training programmes for school principalship in the USA: the 'ideological era'; the 'prescriptive era'; the 'behavioural science era' and the 'dialectical era' (Murphy, 1998). The following analysis adopts similar chronology to Murphy's influential work but draws on the broader perspectives of his academic peers in the field.…”

Section: School Leadership Preparation In the Usamentioning

confidence: 99%

The Development of School Leadership Preparation Programmes in England and the USA

Brundrett

2001

Educational Management & Administration

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Formal school leadership training in the USA has its origins in the 19th century when the first university programmes were developed. Since that time the academic community has played a central role in the preparation of school principals and superintendents; Murphy has suggested that other nations might avoid ‘pitfalls’ by analysing this historically and intellectually extensive experience. In contrast, systematic school leadership training in England is a contemporary phenomenon; its origins are to be found in the pioneering work of university academics in the 1960s and 1970s but, more recently, central government has introduced national programmes which have threatened to arrogate the training of headteachers. Whereas university education departments in the United States enjoy a sophisticated inter-relationship with state andfederal government, the English educational system faces the dangers posed by the development of two potentially competing paradigms of school leadership development, one university-based and ‘academic’, the other national and based on an adapted ‘competency’ model. This article outlines the historical development of school leadership training in the USAand England, examines parallels between the two experiences and attempts to elicit lessons for both nations.

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Section: School Leadership Preparation In the Usamentioning

confidence: 99%

The Development of School Leadership Preparation Programmes in England and the USA

Brundrett

2001

Educational Management & Administration

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“…In future all newly appointed headteachers will have to hold a professional qualification. (Department for The preparation of headteachers has a long and rich history both nationally and internationally (Baron et al, 1969;Bush, 1998;Murphy, 1998) and while the role of central agencies is evident in the COSMOS and OTTO courses in the 1970s and 1980s (Creissen & Ellison, 1998;Ouston, 1998b), the emphasis has been on voluntary and pluralistic provision. The introduction of centrally determined and accredited training for those seeking to move into headship is an attempt to break with the past and, as Fidler (1998) states, 'there has been a conscious attempt not to use existing qualifications, structures or experiences as the backbone for the new initiative ' (p. 314).…”

Section: Introductionmentioning

confidence: 98%

Contracting Headteachers as Leaders: an analysis of the NPQH

Gunter

1999

Cambridge Journal of Education

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Within the restructuring of the public sector there is a complex process involving challenges to professional practice. This paper seeks to describe and understand this through analysing the integration of commercial contracting into the professional practice and status of headteachers. It is argued that a key feature of this process is training and this is the context in which a critical evaluation of the National Standards for Headteachers combined with the National Professional Qualification for Headteachers (NPQH) is located. Commercial contracting is being overlain on top of democratic notions and practices of the social contract, and centrist determined NPQH training and assessment is being overlain on top of pluralist professional development opportunities. Aspiring and in-post headteachers are being presented with a model of contractual leadership which is in tension with educational values and it isargued that as a consequence alternative and more humane traditions are being marginalised.

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“…Miklos (1983) refers to survey studies conducted in the U.S., Canada, and Britain, which revealed that innovative structural practices were incorporated into these programs, though not to a revolutionary extent. The period from 1947 to 1985 was called "the behavioral science era" (Murphy, 1998), and the theory movement lost momentum during the 1970s and 1980s .…”

Section: Leadership Development Research Beginning In the 1950smentioning

confidence: 99%

“…Critics argued that the phenomenon of administration is social in nature (Evers & Lakomski, 1990) and that the subjective nature of this phenomenon makes it impossible to document through natural science. The period from 1986 onward was referred to as the "dialectic era" (Murphy, 1998), or an "era of globalization" 7 (Hallinger, 2003). During this period, Gunter (1995) contrasted and theorized the so-called "quickfix" training method, which focused on "how to do it".…”

Section: Leadership Development From the 1980s Onwardmentioning

confidence: 99%

“…This article reviews what we have learned about school leadership development from the 1950s to the present. Various researchers have contributed to this area via reviews of research into aspects of school leadership development (for the USA, see: Davis et al, 2005;Murphy & Hallinger, 1992, 1998Murphy & Forsyth, 1999;Chin, 2003;Hallinger, 2003;Grogan et al, 2009;for England, see: Brundrett, 2001;Bush & Jackson, 2002; for Australia, see : Dempster et al, 2011). However, these reviews mostly refer to the researchers' own national contexts.…”

Section: Introductionmentioning

confidence: 99%

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