Showing papers in "Journal of Educational Administration in 1995"
TL;DR: In this paper, the authors examine the principles and practices of cognitive coaching as a viable means for mentors to use in developing the reflective and problem-solving expertise of their proteges.
Abstract: An important function of mentoring is to assist proteges in becoming autonomous professionals who reflect and solve problems as experts. The emerging literature on information processing, reflective practice, and expertise indicates: experts solve problems differently than novices; and learners who participate in a structured instructional programme can learn these higher‐order conceptual skills. Based on these findings, examines the principles and practices of cognitive coaching as a viable means for mentors to use in developing the reflective and problem‐solving expertise of their proteges. Provides practical suggestions for how mentor/coaches can utilize reflective questioning strategies, clarify and probe responses, and take a non‐judgemental stance. Concludes with an overview of a training model which would prepare and support mentors in their attempt to assist proteges in becoming self‐directed, expert problem solvers.
136 citations
TL;DR: In this paper, an integrative literature review of recent research on mentoring as part of the professional development of educational leaders is presented, in which the subject of the review was recent research this paper.
Abstract: Presents an integrative literature review in which the subject of the review was recent research on mentoring as part of the professional development of educational leaders. It was discovered that research foci and methodologies are limited. Suggestions are provided for the improvement of future research.
112 citations
TL;DR: Mentoring is an important mode of professional development in many countries as discussed by the authors, and it involves an experienced colleague supporting the development of a new principal, which is a match between a mentor and a new headteacher.
Abstract: Mentoring is an important mode of professional development in many countries. It involves an experienced colleague supporting the development of a new principal. Reports the findings of one aspect of a major national research project on mentoring and teacher education in England and Wales. Considers the nature and purpose of mentoring and examines the “match” between mentor and the new headteacher. Reports on the benefits of mentoring for new principals, mentors and the educational system, and discusses certain limitations of this approach to professional development. Presents several conceptual models of the mentor relationship and reports that the dominant normative conception is that of peer support. Concludes that mentoring is valuable in supporting principals as they adapt to their new role but it may lack the rigour to be a really effective mode of professional development.
108 citations
TL;DR: In this article, a study of candidates in a non-traditional principal preparation programme was conducted to examine the socialization process of developing an innovative role conception, finding that the sense of facilitating teachers gave way to a sense of the principal's autonomy in creating a vision and persuading others to buy into that vision.
Abstract: Institutions which train potential administrators are confronted with how best to help them conceive their new role in a way that supports school reform. Reports on study of candidates in a non‐traditional principal preparation programme in order to examine the socialization process of developing an innovative role conception. Candidates completed a questionnaire on entry to the programme and were interviewed at the end of the programme. Findings are reported in terms of sources and definitions of role conception, as well as socialization mechanisms. Candidates encountered conflict between the role conception emphasized by the university and that of the school system in terms of whether they stressed present reality or future change. During the course of the programme, the sense of facilitating teachers gave way to a sense of the principal′s autonomy in creating a vision and persuading others to buy into that vision. Provides implications for training principals and for future research.
95 citations
TL;DR: In this article, the authors provide a background to the English scheme which shows that mentoring was introduced as a way of supporting new school leaders, then focuses on the concept of mentoring.
Abstract: Critically reviews mentoring for new headteachers in England. First provides a background to the English scheme which shows that mentoring was introduced as a way of supporting new school leaders, then focuses on the concept of mentoring. Sets out the main characteristics of mentoring in England in order to establish greater clarity about its definition. Considers the advantages and disadvantages of mentoring. Notes and discusses four advantages and four disadvantages. The advantages are: that mentoring for new heads facilitates peer support; enables newcomers to make the role and occupational identity changes necessary; benefits mentors as well as mentees; and the process encourages reflective practice. The disadvantages are: pairing new heads and mentors is problematic; there is a dearth of knowledge about the needs of new heads in the 1990s; advice from experienced heads may be outmoded; and mentoring may sustain too strong a belief in the central importance of headteachers. Finally, critically reviews...
92 citations
Journal Article•
75 citations
TL;DR: In this article, a British pilot scheme for mentoring new primary and secondary headteachers was evaluated and judged to be a success by the overwhelming majority of participants because it offered considerable practical help with pressing problems and brought benefits which were distinct from other forms of headteacher training and support.
Abstract: Reports selected findings from a national evaluation of a British pilot scheme for mentoring new primary and secondary headteachers. Information was collected by questionnaire from 238 new headteachers, from 303 experienced headteachers who acted as mentors and via 16 detailed case studies of reportedly successful pairs. Deals with the nature and impact of the mentoring process and the characterisitics of successful mentoring. Mentoring was judged to be a success by the overwhelming majority of participants because it offered considerable practical help with pressing problems and brought benefits which were distinct from other forms of headteacher training and support. Discusses major implications for practice, research and policy and concludes that mentoring should be offered as an integral part of national strategy for the management development of headteachers.
68 citations
TL;DR: In this article, the authors examined the school community interface and communication in government comprehensive high schools in Western Sydney in Australia and revealed the significant role played by senior school executives, particularly the principal, in the development of communication methods in schools and their influence on school culture and climate.
Abstract: Draws on the findings of a major research project funded by the New South Wales Department of School Education in Australia which sought to examine the school‐community interface and communication in government comprehensive high schools in that state. Data were drawn initially from nine schools in Western Sydney with three of these schools being the subject of in‐depth follow‐up study. These studies revealed the significant role played by senior school executives, particularly the principal, in the development of communication methods in schools and their influence on school culture and climate. Examines decision making and communication methods in the three schools within the context of each school′s environment and draws implications for school leadership, staff morale, and staff, student and community attitudes. A key finding is that there is no “recipe” for success as a principal. Rather, a contingency approach is advocated whereby individual principals adopt a personal position across a range of imp...
63 citations
TL;DR: In this article, the authors apply Chaos Theory to educational institutions in order to identify that survival in turbulent times is based on the capacity of educational managers to make rather than control the future.
Abstract: Current orthodoxy in management text and training is the human resource management model which has its origins in the excellence and quality models of US business writings. Investigates the failure of “Jurassic management”: visioning, consensus value systems, proactively created teams, and development planning. Just as Jurassic Park failed, so will self‐managing schools and colleges unless they recognize that certain management development programmes are leading them into disaster. Argues that organizations should not be seeking stability with the environment and meeting the needs of customers, but should be creating the environment and celebrating professional competence. Shows that Chaos Theory can be applied to educational institutions in order to identify that survival in turbulent times is based on the capacity of educational managers to make rather than control the future. Management development is at a critical point whereby the choices will create the future: the key learning outcome from Chaos Theory is that self‐organization and micropolitics are essential to understanding organizational survival and development.
53 citations
TL;DR: In this paper, the authors focus on school principals' use of creative insubordination in relationships with the central office, their professional beliefs about discretion, perceptions of role conflict, and their locus of control.
Abstract: Viewing school principals as street‐level bureaucrats, creative insubordination is the implementation of policies and programmes at the school level in a way that fits the principal′s values, philosophy, and goals. Focuses on school principals′ use of creative insubordination in relationships with the central office, their professional beliefs about discretion, perceptions of role conflict, and their locus of control. Creative insubordination was most frequent among veteran principals who value on‐the‐job competence over completion of degrees and certificates and are thought to be instructional leaders by central office supervisors. Social protection from negative sanctions from central office seemed to be associated with principals′ ability to show that their insubordination was justifiable in terms of the needs of their school, teachers or students.
53 citations
TL;DR: The authors explored the strengths of mentoring programs and notes these far outweigh some of the limitations which might exist and drew attention to some important issues such as planning, training, and appropriate matching of mentors and proteges which must be considered by schools and districts with an interest in mentoring if these programmes are to achieve success.
Abstract: Reflects on the practice of mentoring from a practitioner′s perspective. Explores the strengths of mentoring programmes and notes these far outweigh some of the limitations which might exist. Draws attention to some important issues such as planning, training, and appropriate matching of mentors and proteges which must be considered by schools and districts with an interest in mentoring if these programmes are to achieve success.
TL;DR: In this paper, the authors examined the control mechanisms which superintendents used to shape and direct the work of suburban high school principals and found that the extent of use across areas conveys how controls were "zoned" with tight controls (constraints) over some areas or loose controls (autonomy) over other areas.
Abstract: Examines the control mechanisms which superintendents used to shape and direct the work of suburban high school principals. Includes four hierarchical controls (supervision, input, behaviour and output) and two non‐hierarchical controls (section/socialization and environmental). Examines two additional areas, the social status of the school and the size of the district, for their effects on the application of the six control mechanisms. Finds the control mechanisms were used in all of the schools in varying degrees, but the extent of use across areas conveys how controls were “zoned” with tight controls (constraints) over some areas or loose controls (autonomy) over other areas. Concludes that district size does affect the variability of control and autonomy.
TL;DR: In this article, the authors present four different studies in primary schools in the Dutch-speaking part of Belgium to illustrate how principals organize and structure this justification task and show that teachers are confronted with different justification styles and that principals do differ a great deal as far as creative management is concerned.
Abstract: Taking into consideration the scope and pace of change in education at the start of the 1990s, it is not at all surprising that many researchers asked questions about the changes in the role of principals. Groups these changes in the principalship under two broad categories: changes in internal operations (internal leadership) and alterations in relationships with the larger school environment (environmental leadership). One common theme underlying both types of leadership is the expectation that principals justify permanently the general and specific decisions they make. Considers this justification to be one of the main requirements for creative leadership. Data from four different studies in primary schools in the Dutch‐speaking part of Belgium are used to illustrate how principals organize and structure this justification task. The data illustrate clearly that teachers are confronted with different justification styles and that principals do differ a great deal as far as creative management is concerned.
TL;DR: In this article, the authors report the results of a qualitative, cross-sectional study involving a survey of 549 teachers' perceptions of the Unit Curriculum system in 22 metropolitan state senior high schools in Perth, Western Australia.
Abstract: Reports the results of a qualitative, cross‐sectional study involving a survey of 549 teachers′ perceptions of the Unit Curriculum system in 22 metropolitan state senior high schools in Perth, Western Australia, in the context of system‐wide change, within a centralized educational system. Surveyed perceptions of six general variables applied to the specific case of the Unit Curriculum system. These variables are: perceived cost benefit to the teacher; perceived practicality in the classroom; alleviation of fears and concerns; participation in school decisions on aspects affecting the classrooms; perceived support from senior staff; and feelings towards the previous system compared to the new system. Suggests these variables offer pointers to educational administrators on how best to tailor system‐wide changes so that teachers will be more receptive to the changes in the implementation stage.
TL;DR: The use and development of mentorship as a policy mechanism designed to promote the career development and advancement of women in the context of educational administration in government schools in Australia is discussed in this article.
Abstract: Discusses the use and development of mentorship as a policy mechanism designed to promote the career development and advancement of women in the context of educational administration in government schools in Australia. The reason mentorship is the particular factor which has been identified to assist women educators′ careers here is that over the last decade there has been a general consensus by researchers in both academic and managerial circles that mentorship is a significant career tool, and a prerequisite for career success for both males and females. Access to a mentor, an older and more experienced career professional who is able to use his or her influence and power in assisting a young and up‐and‐coming protege, has been closely associated with career advancement. Because women experience difficulties in securing traditional mentoring relationships, it is argued here that a mentorship policy will positively influence the career prospects of women educators by enabling them to be part of the power...
TL;DR: This paper used latent trait theory to construct a variable which describes and conceptualizes practitioner perspectives of the deputy principalship in the self-managing school, which provided the knowledge base for describing the professional horizon of school practitioners with respect to the traditional and emergent facets of education.
Abstract: The deputy principalship remains one of the least understood roles in the schools of contemporary education systems. Research which contributes to theory building about the deputy principalship has been hampered by the lack of survey instruments with known psychometric properties. Reports an exploratory study which uses latent trait theory to construct a variable which describes and conceptualizes practitioner perspectives of the deputy principalship in the self‐managing school. The logic of constructing the variable is explained in terms of the requirements of the measurement model employed. A sample of 403 deputy principals, 179 principals and 138 teachers in government primary schools in Western Australia provided data for analysing the actual and ideal perceptions of these practitioners in terms of the variable as conceptualized. In this way, the variable provided the knowledge base for describing the “professional horizon” of school practitioners with respect to the traditional and emergent facets of...
TL;DR: In this paper, the preparation of beginning principals in Queensland primary and secondary government schools was investigated, with a return rate of about 80 per cent of the surveyed principals returning positive responses.
Abstract: Reports on a research project which investigated the preparation of beginning principals in Queensland primary and secondary government schools. Thirty‐six principals completed a questionnaire, a return rate of about 80 per cent. Of these principals, 13 were surveyed early in the second year of their principalship, and 23 in August of their first year. Six of the first‐year principals were interviewed in the following month. Presents an overview of the findings, along with some general observations on their practical implications and recommendations for action.
TL;DR: In this article, the authors explored the principles of mentoring in schools with reference to the Headteachers Leadership and Management Programme (Headlamp), a new UK national scheme which seeks to improve the quality of school management, and concluded that for the Headlamp programme to be truly effective it should include a mentoring component as a structured element of all efforts to support beginning heads.
Abstract: Explores the principles of mentoring in schools with reference to the Headteachers Leadership and Management Programme (Headlamp), a new UK national scheme which seeks to improve the quality of school management. Discusses issues such as entitlement, expectations of others, competences, other players in the team (mentors, LEAs, governing bodies), and resourcing mentoring. Concludes that for the Headlamp programme to be truly effective it should include a mentoring component as a structured element of all efforts to support beginning heads.
TL;DR: In this paper, the authors argue that the proposals for primary education in the latest Education Sector Review in Papua New Guinea are seriously misguided and that the review would have done better to have recommended that the current primary school educational structures be maintained, that the present subject-based curriculum be implemented properly, that steps be taken to improve the quality of the formal style of teaching with which the majority of teachers feel most comfortable and that everything possible be done to ensure that the quality students entering the teachers' colleges be of the highest intellectual calibre.
Abstract: Argues that the proposals for primary education in the latest Education Sector Review in Papua New Guinea are seriously misguided. Recommends a major overhaul of the system in order to facilitate greater pupil access to primary school yet such an aim can be achieved by taking the much less radical step of increasing the average primary school class size. The structural proposals are also made in order to facilitate the introduction of a primary school programme based on a child‐centred notion of curriculum. The review would have done better to have recommended that the present primary school educational structures be maintained, that the present subject‐based curriculum be implemented properly, that steps be taken to improve the quality of the formal style of teaching with which the majority of teachers feel most comfortable and that everything possible be done to ensure that the quality of students entering the teachers′ colleges be of the highest intellectual calibre.
TL;DR: In this paper, the effects of financial constraints of the 1980s and 1990s which are being felt in all aspects of institutions of higher education are discussed, including government grants, inflation, enrolment issues and declining resources.
Abstract: Discusses the effects of financial constraints of the 1980s and 1990s which are being felt in all aspects of institutions of higher education. Looks into the differences and similarities in institutional leaders′ opinions with respect to environmental concerns based on the size, age, location, and sector of their institutions. Environmental concerns include government grants, inflation, enrolment issues and declining resources. Reports slight differences. Implies that all Alberta, Canada, institutions of higher education, irrespective of their size, age, location and sector are experiencing similar problems and perhaps in the same magnitude. Concludes that there is not a deliberate shift in government funding in favour of one institutional sector over the other. Suggests that institutional leaders within a system of higher education should search for ways to form a united front, educate the general public as to the situation of higher education, and seize the opportunity presented by the hard times to unf...
TL;DR: In this paper, the effectiveness of purposeful attempts to cope with stress by senior educational administrators in an Australian state education department of over 2,000 schools and employing teaching and administrative staff in excess of 60,000.
Abstract: The purpose of this study was to test the effectiveness of purposeful attempts to cope with stress by senior educational administrators in an Australian state education department of over 2,000 schools and employing teaching and administrative staff in excess of 60,000. At the time of the study this department was undergoing the initial stages of large‐scale restructuring, moving from a centralized system of management to a school‐centred, decentralized structure. This provided a unique opportunity to examine the ways in which senior executives respond in a time of discontinuous change. Presents general findings of a self‐report coping strategies questionnaire and reveals some significant relationships between general wellbeing, personality type and coping strategies.
TL;DR: This paper argued that theory in educational administration is not theoretical but, rather, descriptions of ideological perspectives, tied to patterns of thinking which are revealed in the theory debate and in the descriptive statements of theory.
Abstract: Argues that theory in educational administration is not theoretical but, rather, descriptions of ideological perspectives. This argument is tied to patterns of thinking which are revealed in the theory debate and in the descriptive statements of theory. It is proposed that these patterns of thinking possess an identifiable, psychological mechanism called a personal construct and this may provide a way for theorists in educational administration to avoid continuing the theory debate as if there were opposing paradigms. The proposition that theory in educational administration constitutes the theorists′ personal perspectives, based on ethical choices, is followed with some suggestions as to how theorizing may proceed and, in so doing, avoid relying on a moral philosophy when attempting to understand administrative behaviour.
TL;DR: In this paper, the authors analyse the interactive effects of these two dimensions across processes of control labelled as standards, information processing, assessments and incentives, all within the task domain of curriculum and instruction, in terms of the relationship, seemingly contradictory, between uniform guidelines of administrative practice and qualitative discretion.
Abstract: School managerial control is derived from perceptions of behavioural interactions between teachers and administrators along two dimensions: regular patterns of formal and informal structures and rules; and discretionary behaviours reflecting the quality of managerial performance. Analyses the interactive effects of these two dimensions across processes of control labelled as standards, information processing, assessments and incentives – all within the task domain of curriculum and instruction. The discussion of structure and discretion is significant in terms of the relationship, seemingly contradictory, between uniform guidelines of administrative practice and qualitative discretion.
TL;DR: This article examined the degree to which the findings of earlier studies of school teacher role conflict can be generalized to instructors in educational organizations manifesting many of the characteristics of total institutions and identified additional antecedents of instructor role conflict which may have especially powerful effects in such educational organizations.
Abstract: Examines the degree to which the findings of earlier studies of school teacher role conflict can be generalized to instructors in educational organizations manifesting many of the characteristics of total institutions. Uses a random sample of 233 instructors serving in the Israeli Defence Forces and attempts to identify additional antecedents of instructor role conflict which may have especially powerful effects in such educational organizations. Suggests that work design characteristics having the potential to exacerbate approach‐distance incongruencies may be more powerful in explaining the level of role conflict experienced by instructors in these educational organizations than those work design variables rooted in the professional‐bureaucratic conflict perspective of role stress.
TL;DR: Using needs theory as a framework, this article described research that examined top rated school superintendents' need for power, achievement and affiliation, and found that the need for authority was the dominant motivation and that it tended to be coupled with low affiliation rather than high affiliation.
Abstract: Using needs theory as a framework, describes research that examined top rated school superintendents′ needs for power, achievement and affiliation. Identifies distinctive motivational profiles using the job choice exercise (JCE) and supplements quantitative results with telephone interviews which enabled comparison of JCE scores with verbal responses. Results indicated the need for power was the dominant motive and that it tended to be coupled with low affiliation rather than high affiliation. Interview data supported the importance of power, but suggested motives serve as predispositional tendencies which are often superseded by pressure to act in response to situational specifics.
Journal Article•
TL;DR: The authors discusses the main advances in epistemological perspectives and meta-theoretical frameworks within which recent research and academic work in the field of educational administration in Australia has been articulated and developed.
Abstract: Discusses the main advances in epistemological perspectives and meta‐theoretical frameworks within which recent research and academic work in the field of educational administration in Australia has been articulated and developed. Arising from work currently undertaken by the OECD and considerations of developments in educational policy and administration throughout Australia, puts forward a proposal for a new set of agenda for research and professional advancement in the field.
TL;DR: In this paper, the authors explored the nature of the cognitive preferences of school administrators and found that administrators were different in their cognitive preferences as a function of individual differences, and different roles of school administration.
Abstract: Explores the nature of the cognitive preferences of school administrators, thus opening up a new line of enquiry which may provide a base for future studies on administrative behaviour. The study offers an insight into the school administrators′ mode of information perception according to four basic modes: relating and recalling information without considering its implications; relating to information according to its practical applications; posing critical questions about the information′s validity; and relating to information according to the fundamental principles. School administrators were found to be different in their cognitive preferences as a function of individual differences, and different roles of school administration.
TL;DR: In this paper, the authors identify some of the problems occurring in the Guangzhou compulsory education programme and suggest suitable solutions, including policies, personnel and other resources contributing to the system, including contingencies related to the Chinese context.
Abstract: Identifies some of the problems occurring in the Guangzhou compulsory education programme and suggests suitable solutions. Reports on a situation analysis to determine how the education system works in practice. Describes policies, personnel and other resources contributing to the system, including contingencies related to the Chinese context. Suggests that evaluation concepts and practices can make a positive contribution to the Guangzhou compulsory education programme.