The Principalship in an Era of Transformation

Abstract

Draws on the analyses presented in the other articles in the Journal of Educational Administration Vol. 30 No. 3 to identify emergent themes concerning the evolving role of the principal in several countries. Focuses especially on the manner in which the policy context of educational organizations is leading to a decentralization of management and the resulting impact on the administrative practice of principals. Finally, suggests some of the implications of these changes for the preparation and development of principals.

The principalship in developing countries: context, characteristics and reality

“…In the UK the externally imposed changes introduced by governmental legislation in the late 1980s pressured principals to innovate speedily and continually on all fronts (Webb & Vulliamy, 1996;Hall & Southworth, 1997). Similar findings were noted in the US (Murphy & Hallinger, 1992).…”

“…For example, whereas forms of environmental leadership, change initiation, and consultative and participative leadership are presented in the westernoriginated literature as being part of the principal's role (e.g. Goldring, 1992;Murphy & Hallinger, 1992;Webb & Vulliamy, 1996;Moos, 2000;Riley & Seashore-Louis, 2000;Southworth, 2002), few of these are addressed to principals in many African and Moslem countries. By the same token, there are great differences between role behaviours of principals from developed and developing countries.…”

Exploring the Principal's Contribution to School Effectiveness: 1980‐1995∗

“…Research findings from diverse countries and school contexts draw a similar conclusion. Schools that make a difference in students' learning are led by principals who make a significant and measurable contribution to the effectiveness of staff and in the learning of pupils in their charge (Andrews & Soder, 1987;Bossert, Dwyer, Rowan, & Lee, 1982;Murphy & Hallinger, 1992).…”

The Analysis of the Opinions of School Directors about Their Knowledge of the Curriculums and Their Support and Control in the Implementation

“…However, the schools did not develop in line with these scientific and technological developments: The schools are not able to meet what is expected from them; they are not capable of training individuals who can stand on his own foot; they are not successful in training individuals who need more common qualities in the globalized world. These facts suppress the school directors for a more effective school [3][4][5][6][7][8]. Because an effective school is a school which enables providing students' cognitive, affective and psychomotor development and creating a learning environment optimally [70].…”