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1.
This chapter examines the waves of reform, restructuring and reengineering to determine their effects on the role of the headteacher or principal. Data from two major studies of headteachers in the United Kingdom suggest that the role has changed considerably. Specifically, there has been a combination of loose–tight changes which have directly affected schools and their headteachers. Reforms such as the Local Management of Schools (LMS) have given heads control of the own budgets, while the curriculum, testing, and school inspection have moved to the center and control by the government. The reforms are now a reality in the everyday work of headteachers. While some restructuring has occurred, reenginering and fundamental change to the schools’ approaches to teaching and learning are still at a very early stage.  相似文献   

2.
Students perform better academically in schools with high levels of trust. Yet school leaders primarily responsible for building cultures of trust may not know how to effectively build trust. This research examines how visibility of Ugandan headteachers is related to teachers’ perceptions of headteacher trustworthiness. Using grounded theory, we interviewed 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings indicate teachers’ perceptions of headteacher relational trustworthiness were related to headteacher visibility, with perceptions of both relational and competence trustworthiness being moderated by teacher and headteacher personal characteristics. Findings are comparable to U.S.-based research.  相似文献   

3.
The series of Australian Government policy initiatives somewhat misleadingly known as the national‐training‐reform agenda (FitzGerald, 1994) represent a new reference point for faculties of education engaged in the preparation of teachers. The ideas first floated in Australia Reconstructed (ACTU, 1987)—the creation of a high‐wage, high‐skill economy based on a national system of skills formation and skills enhancement—reflected three underpinning principles on which government, unions and employers were united. These principles—a move away from time served and towards competencies achieved, a system of nationally recognised qualifications and a central role for industry in the specification of standards—continue to enjoy such tripartite support and are central to the implementation of training reform. Lundberg (1994) identified five main themes of the training‐reform agenda, namely, nationally consistent competency‐based training, national recognition of competencies however attained, an open training market, fair participation in vocational education and training, and an integrated entry‐level training system. The effect that the implementation of reforms to the training system is having on the work of those teaching in schools is only now becoming apparent (Schools Council, 1994a). This paper describes the approaches used by the Faculty of Education and Training at the Royal Melbourne Institute of Technology (RMIT) and considers the impact that the changed training system might also have on the work of teacher educators in higher education in Australia.  相似文献   

4.

The National Professional Qualification for Headship (NPQH) is a recognition by the Government of the importance placed on training and developing aspiring headteachers to take up the challenging and significant role of headship. School improvement and school effectiveness research has, for many years, proclaimed the pivotal role played by the headteacher in transforming and developing the school as a learning community. This paper examines the development and implementation of the NPQH, particularly the Needs Assessment process, from the perspective of one regional assessment centre manager. The views and reflections outlined are those of the author and the paper will use, as its evidence base, the evaluations undertaken at the London Assessment Centre throughout its first year of operation. The author will reflect on the role played by assessment centres, the development of this role and how the assessment process itself is contributing to the training and development of tomorrow's headteachers. The recommendations included and the conclusions drawn suggest ways in which the process of assessment within the NPQH can: (i) facilitate the development of the NPQH; (ii) improve the outcome for the candidate.  相似文献   

5.
如何提高校长培训有效性,一直是校长培训研究关注的问题。要从根本上提高校长培训的有效性,关键在于确立校长专业成长的自我更新取向。校长专业成长自我更新取向符合校长专业成长的规律;校长专业成长自我更新取向的确立,将会对校长培训的目标、功能、模式等基本问题产生根本影响,也将对校长培训的有效性产生根本影响。  相似文献   

6.

Twenty six primary school headteachers in the Midlands of England were interviewed about headteacher appraisal at a point when all of them had been appraised at least once and when in most cases they had been involved in the appraisal of other heads. One set of questions related to the benefits heads perceived that they had received from the headteacher appraisal process. The majority of heads did perceive such benefits and this article explores the nature of these claimed benefits. They included the opportunity to reflect on one or two longer term developmental issues, as opposed to the normal headteacher routine of crisis management on a number of fronts simultaneously; the chance to have a second opinion on their managerial practice; the feeling that someone was observing their work with care and could give praise when due; the possibility of making comparisons with the practice of other heads. Some heads felt they gained more benefits from being an appraiser of other heads than from being appraised themselves. Some of the arrangements for headteacher appraisal had involved more mutuality than the government had originally envisaged, but it is argued that this may have also brought about some unanticipated benefits.  相似文献   

7.
This paper addresses three questions: (i) How has the role of central government in higher education evolved? (ii) What have been the main concerns of government? (iii) How should government canny out its role? The first two questions are examined by looking at the historical record in Australia. Australia's experience does not differ greatly from that of Britain.  相似文献   

8.
In recent years the UK secondary educational landscape has witnessed significant change, with the introduction of an ever-extending spectrum of competing government initiatives and policies. This has resulted in the steady erosion of the traditionally recognised role of headteacher. This paper presents the results of a practitioner-based study centred on the professional career journeys of a selected group of senior incumbent headteachers from across Liverpool, United Kingdom. The purpose of the research was to consider key features of difference in the headteacher role over a 30-year period. Five heads were interviewed about how they rose to headship and the influences and events that guided their career choices. Findings include acknowledgement of the requirement for self-directed career development, paucity of skills in preparation for headship, transformation in leadership models and the changing skills, qualities and qualifications required of contemporary and emergent headteachers.  相似文献   

9.

The paper compares public policy on vocational training provided by employers in France, West Germany and the UK, and looks particularly at the way in which responsibilities and costs are shared between government and employers. The paper concludes that fundamental divergencies between training cultures and systems in the three countries require different policies and forms of government intervention.  相似文献   

10.
构建支持校长专业发展的培训工作新机制   总被引：1，自引：0，他引：1  
从校长专业发展的理论角度来看,我国的校长培训工作在管理体制、培训体制、培训模式、培训内容、培训评价、培训资源的优化整合等方面还存在不少问题。创新培训理念,构建促进校长专业发展的工作机制,是校长培训工作面临的重要任务。广东省中小学校长培训中心提出的“管理、培训、研究”一体化的工作机制具有理论意义和实践价值。  相似文献   

11.

The role of the primary school headteacher has undergone significant changes since the Education Reform Act (1988). The purpose of this article is to explore the real time issues arising from the change of role of primary heads and also seeks to contribute to a greater understanding of the real world preoccupations of primary heads. The article is based on the results of a 2-year qualitative study of 12 primary headteachers and explores key issues for primary heads. The following key issues were identified by the heads: an increase in management; the role of the deputy head; relationships with school governors; parental involvement and the role of the headteacher as social worker; role overload and stress; professional support and the role of the advisers.  相似文献   

12.
Preschool provision in Northern Ireland is government funded and quality assured in all statutory sector settings (nursery schools and units) and in many voluntary/private sector settings (playgroups and daycare facilities). However, three unresolved policy issues continue to divide the sectors: the choices between a teacher or pedagogue role model, graduate or vocational level training, and a competency or reflective model of training. This paper aims to explore the reflections of a sample of students from both graduate and vocational early years training courses on the content and effectiveness of their training in order to inform the broader early years professionalism debate. The design of the research combines quantitative and qualitative approaches, with the data collection methods consisting of questionnaire survey (n = 282) and semi‐structured interviews (n = 22). Findings reveal broad agreement on the part of students, literature and government policy on the essential elements of early years training content; however, weaknesses in all training courses are detected in regard to preparation for significant areas of professional practice.  相似文献   

13.

This article investigates the data from a national survey of headteachers of maintained schools in England conducted during 1999 by means of a self-completion postal questionnaire to see whether there was any evidence to support the hypothesis that respondents who had taken part in the National Professional Qualification for Headship (NPQH) felt better prepared than their predecessors for the post of headteacher. The survey sought to establish the perceptions of English headteachers with regard to their state of readiness on taking up the role. Where respondents reported themselves as well prepared or extremely well prepared for aspects of their role they were asked to attribute their perceived state of readiness to training, experience, or a combination of the two. In addition respondents were asked to complete open-ended questions which asked them to identify activities and support which would help the induction of newly appointed headteachers. The findings reported in this paper do not draw on these qualitative responses.  相似文献   

14.
Parent governors, in a series of structured interviews, expressed a distinct preference for advisory governing bodies of schools. They believed these should be rooted in the school and firmly rejected any use of such bodies for perceived party political purposes. Their preference was for informal ‘training’ and information passing and gathering. They were most concerned with questions involving pupils, other parents and teachers. LEA representative governors were welcome if they were seen to ‘have the interests of the school at heart’, but highly suspect if they were felt to be ‘party hacks’. The main function of parent governors (and governing bodies in general) was seen to be backing the headteacher and staff. A belief in a governing body with about one quarter parental representation emerged strongly from the interviews.  相似文献   

15.
This paper assesses the significance of articles in the Scottish Government Yearbook, 1976‐92, for understanding of educational issues in that period. Experienced writers contributed 20 such articles on schooling, training, tertiary education, the Technical and Vocational Education Initiative, parental choice and devolved management. All are important for aspects of education systems in the United Kingdom, either because they concern distinctively Scottish approaches or they explore common themes across Britain and beyond. Many draw upon the history and cultures of Scottish and English education, to place educational policy in as broad a social context as is possible within the compass of 10 to 40 pages. The Yearbook has now metamorphosed into a quarterly, Scottish Affairs. It has played a distinctive role as an annual of record and debate to serve the present decade.  相似文献   

16.
In recent times, in a context of salary award restructuring, government and employer concerns for raising the educational standards and skill levels of Australia's workforce through retraining, and changes in career patterns and pathways to promotion, attention has focused on the role of universities in continuing professional education (CPE). Typically, the focus has been on credentialling and opening up access to award courses in universities, but also there are implications for universities themselves and their educational interface with government and the education industry. This paper focuses on this aspect of current trends in the professional development of teachers and considers its implications for the universities, teacher employers and the profession. It also aims to go beyond credentialling in the professional development of teachers by addressing alternatives to credentialling by universities.  相似文献   

17.
Over recent years there has been widespread concern for masculinity and the education of boys in Australia. In the policy arena, this has involved a federal parliamentary inquiry into the education of boys (Boys: Getting it Right: Report on the inquiry into the education of boys, October 2002) and a federal government response to this inquiry (June 2003). This was followed by a review of the current education policy directed at gender, the Gender Equity Framework, and the development of strategies to increase the number of men going into teacher training. The way in whichGetting it Right and the federal government talk about boys and disadvantage is important. This paper argues that there is a particular understanding of disadvantage at work in this policy arena. It is an understanding of disadvantage extracted from a wider gendered power order.  相似文献   

18.
Current development education in the United Kingdom usually offers participants from developing countries studies of what development is or should be. These programmes are well suited to the needs of higher-level planners or policy researchers. They contrast markedly with the urgent need for the knowledge of and skills in how to undertake planned economic and social changes. This paper suggests a possible route towards a practical, professional training for middle-and lower-level personnel engaged in managing development and extension services. Briefly, the paper notes the lack of educational programmes aimed at practical training and middle-level staff in Britain; and the role of education in the process of development. Current difficulties for locating these programmes in the developing countries themselves are discussed, and the outline for a suitably practical programme, initially based in Britain, is proposed.  相似文献   

19.
This paper is intended to describe the roles and responsibilities of the small school head and is based on the personal experiences of a serving headteacher. It seems an accepted element of academic discourse that recent governmental initiatives have impacted on the leadership and management of educational institutions in such a way that they have offered both opportunities and challenges for school leaders. It is the central contention of this paper that the impact of these opportunities and challenges has nowhere been greater than in the leading of small schools.  相似文献   

20.
Summary

The technical training and education of the young is now a major focus of Government concern. A number of European systems (particularly the West German) have been examined by bodies acting on behalf of, or at the behest of, the Government. One of the most interesting methods of industrial training in West Germany is the meistersystem. The meisteror industrial tutor (a position enshrined in German statute and practice) is a senior craftsman responsible throughout German industry for a considerable amount of the regulation of technical training of young skilled workers. The meistersystem might prove to be one ‘model’ for British industrial training and as such the role of the meisteris worthy of sociological consideration. The paper presents an outline of who the meisteris, what he or she does; and some sociological considerations on the historical development and contemporary function of the meisterare put forward. Finally, a brief conclusion on the applicability of the meistersystem to Britain is advanced.  相似文献   

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