Bill Mulford, Bill Edmunds, John Ewington, Lawrie Kendall, Diana Kendall and Halia Silins
Who are late‐career school principals? Do they continue to make a positive contribution to their schools? Do they feel tired and trapped or do they maintain their commitment to…
Abstract
Purpose
Who are late‐career school principals? Do they continue to make a positive contribution to their schools? Do they feel tired and trapped or do they maintain their commitment to education and young people? The purpose of this paper is to explore these issues, employing the results of a survey on successful school principalship with the population of Tasmanian government school principals.
Design/methodology/approach
Surveys on successful school principalship were distributed to a population of 195 government schools (excluding colleges and special schools) in Tasmania. Return rates were 67 per cent for principals and 12 per cent for teachers. Surveys sought responses in areas such as demographic characteristics, leadership characteristics, values and beliefs, tensions and dilemmas, learning and development, school capacity building, decision making, evaluation and accountability, and perceptions of school success.
Findings
The findings confirm other research indicating that pre‐retirement principals, when compared with other principals, are more likely to have a strong work ethic, to consult widely and to have a strong social consciousness. The findings contradict results from other research indicating that pre‐retirement principals, when compared with other principals, are more likely to be rigid and autocratic, disenchanted with and withdrawn from work, and “tired and trapped”.
Practical implications
Such findings lead one to conclude that pre‐retirement principals continue to be a committed and valuable resource and that therefore greater research and policy attention should be given to the issue. With education systems undergoing major and continuing change, while at the same time suffering potential shortages of effective school leaders, it is time to re‐examine educational career structures, especially for those principals approaching retirement.
Originality/value
The paper's originality lies in the evidence it provides about an area that is not well researched.
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Bill Mulford, Diana Kendall, John Ewington, Bill Edmunds, Lawrie Kendall and Halia Silins
The purpose of this article is to review literature in certain areas and report on related results from a study of successful school principalship in the Australian state of…
Abstract
Purpose
The purpose of this article is to review literature in certain areas and report on related results from a study of successful school principalship in the Australian state of Tasmania.
Design/methodology/approach
Surveys on successful school principalship were distributed to a population of 195 government schools (excluding colleges and special schools) in Tasmania with a return rate of 67 per cent. Surveys sought responses in areas such as demographic characteristics (including a measure of school poverty), leadership characteristics, values and beliefs, tensions and dilemmas, learning and development, school capacity building, decision making, evaluation and accountability, and perceptions of school success. In addition, details of actual student performance on literacy and numeracy tests were supplied by the Department of Education.
Findings
The literature reviewed in this article indicated that world‐wide poverty is a major issue and that there is a nexus between poverty and education. While questions may be raised about the effectiveness of schools as institutions in serving those in high‐poverty communities, as well as problems in labelling a school as high‐poverty, evidence has emerged of high‐performing schools in high‐poverty communities. A common characteristic of these schools is successful, high‐performing leadership.
Practical implications
Evidence is provided on the nature of successful principalship of high‐performance schools in high‐poverty communities.
Originality/value
World‐wide poverty is a major and growing social and economic issue. Yet, material available in the area, including research reported here, leads one to conclude that the research on successful principalship in high‐performance schools in high‐poverty communities needs to be given greater priority.
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John Ewington, Bill Mulford, Diana Kendall, Bill Edmunds, Lawrie Kendall and Halia Silins
The special characteristics of small schools appear to set them apart from larger schools. In fact, small schools may be a discrete group in that their complexity may not be in…
Abstract
Purpose
The special characteristics of small schools appear to set them apart from larger schools. In fact, small schools may be a discrete group in that their complexity may not be in direct ratio to their size. The special characteristics of small schools may include the absence of senior staff, administrative assistance on a part time basis only, conservatism and role conflict within the community, and lack of professional interaction. This paper aims to explore these issues by analysing data from a recent survey on Tasmania successful school principalship.
Design/methodology/approach
Results from a survey with the population of Tasmanian principals in schools of 200 or less students are compared with previous research findings from the limited literature in the area.
Findings
The study has confirmed that contextual demands result in role conflict for teaching principals, that principals of small rural schools are mobile, staying for short periods of time, and that a higher proportion are female. Statistically significant differences were found among small rural schools of 100 or fewer students and small rural and urban schools of between 101 and 200 students. These differences were best explained by combination of the “double load phenomenon” and the increasingly mandated requirements for the implementation of growing amounts of Department of Education policy, rather than rurality or socio‐economic status.
Practical implications
Given the combination of the expected large turnover in the principalship in Australian schools over the next five to ten years, the high proportion of small schools (at least one‐quarter) and the unlikely change to the traditional career path wherein, for many, becoming a principal of a small school is the initial step progressively moving to large schools, the findings add weight to the need for greater attention to be paid to small school principalship.
Originality/value
The study adds to the very limited research into successful school principalship in small schools.
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The purpose of this paper is to provide an overview of what the author believes to be his major contributions to the field of Educational Administration.
Abstract
Purpose
The purpose of this paper is to provide an overview of what the author believes to be his major contributions to the field of Educational Administration.
Design/methodology/approach
The approach taken is a personal review and reflection based on research. For purposes of structuring the article three themes have been selected – complexity, development, and being close to and providing an empirical base for policy and practice. In addition, three areas are discussed that the author regrets having not taken further – the relationship between a school and its system from the school's perspective, the role of quality evidence, particularly the provision of valid and reliable surveys for use by practitioners, and public attitudes to education, including re‐examining the purposes of schools and their enactment.
Findings
The studies reviewed stress the importance of the interrelationship between the individual, organisational and contextual in effective teaching of educational administration, organisational development in schools, leadership for organisational learning and student outcomes, and successful school principalship. These studies promote a “tinkering towards Utopia”. “Tinkering” in the sense of improvement from the inside out rather than from outside schools and from the top down, and being about small scale and developmental rather than wholesale and/or continuous change. “Utopian” in the sense of focusing on complexity and heterogeneity rather than simplicity and homogeneity in both purposes and processes. “Utopia” is about learning for all, especially through facilitating schools as communities of professional learners. However, there continues to be a need for researchers in the field to provide a stronger empirical base for policy and practice, including providing quality, culturally specific evidence.
Research limitations/implications
While clarity is provided on the links between leadership and student outcomes in schools and areas for further research are identified, the article is limited by its heavy reliance on the author's Australian research findings.
Originality/value
The article has value in that the links are clarified between leadership and a breadth of student outcomes. It broadens what counts for good schooling and school leadership and provides clear evidence for improvements in policy and practice.
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OUR fifty‐ninth volume is opened by this issue of the Library World, which has survived longer than any other independent library periodical. Some reflections, which may indeed…
Abstract
OUR fifty‐ninth volume is opened by this issue of the Library World, which has survived longer than any other independent library periodical. Some reflections, which may indeed seem repetitive, seem to be natural in the circumstances. We have a sense of gratitude to the number of readers, who as writers and subscribers have sustained us so long and will we trust continue to do so. From the first we have adhered closely to the thesis that our business was with the conduct of libraries and the activities, even personal ones, of librarians but not with their private affairs. We have endeavoured to initiate and to describe methods many of which are now commonplace in their acceptance. Thus J. D. Brown our founder and first Editor published in this his series on charging systems; Louis Stanley Jast his serial on his own cataloguing methods; Dr. E. A. Baker made known his views on the annotation of books; J. D. Stewart and Berwick Sayers wrote for those pages their study, afterwards published as the book The Card Catalogue—these are a few examples. The lighter forms of librarianship writing may be said to have been initiated in this country in our pages, for example the reports of the Pseudonyms' meetings which, it must be confessed, have a vague relation only to what actually took place at them; and the over‐thirty years' serial, Letters on Our Affairs, initiated in 1913 by one who became a world famous librarian, established, especially in its first decade, this style of critical writing which has had so many imitators.
The purpose of this paper is to revisit the debate and reorient research on corporate social responsibility (CSR), empirically documents the political-ideological biases inherent…
Abstract
Purpose
The purpose of this paper is to revisit the debate and reorient research on corporate social responsibility (CSR), empirically documents the political-ideological biases inherent in CSR. It concludes with possible remedies to this problem.
Design/methodology/approach
The approach taken in this literature review is informed by the author’s viewpoint on the growing industry of social activists, who are pushing business toward the adoption of an ever-growing panoply of quasi-regulations commonly identified as CSR. The approach is complemented by a critique of stakeholder theory.
Findings
The literature review provides empirical support for Milton Friedman’s (1970) claim that the values underpinning CSR are driven by a socialist-collectivist agenda, which is inherently opposed to capitalist/libertarian values of free enterprise and individualism.
Practical implications
Without critical reflection on the leftwing ideology instantiated by CSR, the business community may unwittingly adopt and sustain values that undermine free markets.
Originality/value
Without critical reflection on the leftwing ideology instantiated by CSR, business and research communities may unwittingly promote values that, stealth-like, undermine individual liberty and the capitalist foundations of free markets.
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Knight's Industrial Law Reports goes into a new style and format as Managerial Law This issue of KILR is restyled Managerial Law and it now appears on a continuous updating basis…
Abstract
Knight's Industrial Law Reports goes into a new style and format as Managerial Law This issue of KILR is restyled Managerial Law and it now appears on a continuous updating basis rather than as a monthly routine affair.
In order to succeed in an action under the Equal Pay Act 1970, should the woman and the man be employed by the same employer on like work at the same time or would the woman still…
Abstract
In order to succeed in an action under the Equal Pay Act 1970, should the woman and the man be employed by the same employer on like work at the same time or would the woman still be covered by the Act if she were employed on like work in succession to the man? This is the question which had to be solved in Macarthys Ltd v. Smith. Unfortunately it was not. Their Lordships interpreted the relevant section in different ways and since Article 119 of the Treaty of Rome was also subject to different interpretations, the case has been referred to the European Court of Justice.
There are very few individuals who have studied the question of weights and measures who do not most strongly favour the decimal system. The disadvantages of the weights and…
Abstract
There are very few individuals who have studied the question of weights and measures who do not most strongly favour the decimal system. The disadvantages of the weights and measures at present in use in the United Kingdom are indeed manifold. At the very commencement of life the schoolboy is expected to commit to memory the conglomerate mass of facts and figures which he usually refers to as “Tables,” and in this way the greater part of twelve months is absorbed. And when he has so learned them, what is the result? Immediately he leaves school he forgets the whole of them, unless he happens to enter a business‐house in which some of them are still in use; and it ought to be plain that the case would be very different were all our weights and measures divided or multiplied decimally. Instead of wasting twelve months, the pupil would almost be taught to understand the decimal system in two or three lessons, and so simple is the explanation that he would never be likely to forget it. There is perhaps no more interesting, ingenious and useful example of the decimal system than that in use in France. There the standard of length is the metre, the standard of capacity the cubic decimetre or the litre, while one cubic centimetre of distilled water weighs exactly one gramme, the standard of weight. Thus the measures of length, capacity and weight are most closely and usefully related. In the present English system there is absolutely no relationship between these weights and measures. Frequently a weight or measure bearing the same name has a different value for different bodies. Take, for instance, the stone; for dead meat its value is 8 pounds, for live meat 14 pounds; and other instances will occur to anyone who happens to remember his “Tables.” How much simpler for the business man to reckon in multiples of ten for everything than in the present confusing jumble. Mental arithmetic in matters of buying and selling would become much easier, undoubtedly more accurate, and the possibility of petty fraud be far more remote, because even the most dense could rapidly calculate by using the decimal system.