The purpose of this paper is to explore the tensions between external accountability obligations, educator's professional values, and student needs. Strategic, cognitive, and…
Abstract
Purpose
The purpose of this paper is to explore the tensions between external accountability obligations, educator's professional values, and student needs. Strategic, cognitive, and moral dimensions of this tension are captured with the central category of integrity.
Design/methodology/approach
This is a mixed methods study that compares five exceptionally high performing middle schools with four exceptionally low performing middle schools in the state of California (USA), controlling for demographics, school context factors, and below average performance range.
Findings
It is found that schools under similar circumstances differ on the degree of integrity. Schools with high integrity have a good balance between values and reality, are more cohesive and more open to dissent. In each case, integrity was associated with an expansion of agency that combined moral earnestness with prudent strategizing and actively constructing interpretive frames that maintained a school's sense of self‐worth. Integrity develops or survives with a good dose of educational leaders’ personal strength, but also depends on leaders’ insistence to fully exhaust the moral horizon of an institution which obligates educators to balance equity, system efficiency, child‐centeredness and professionalism with prudence.
Research limitations/implications
This is a case study of nine schools in one state. Explanatory relationships can be explored, but not generalized.
Practical implications
The research has implications for leadership. It demonstrates the power of integrity as a key virtue of leadership under accountability pressures. It shows the different ways integrity can be forged in schools and the different ways it can be missed with consequences for school life.
Social implications
The paper stresses the point that it is quite conceivable that ideological zeal, Machiavellian strategizing, or eager system conformism may produce more forceful agency than integrity. But as everyday responses they are not as realistic, ethical or productive as the striving for integrity.
Originality/value
The practitioner literature often points to integrity as a desirable quality when dealing with tensions of the sort addressed in this paper, but little systematic theoretical thinking and empirical exploration of this concept exists. The paper makes an advance in both areas.
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Gita Steiner-Khamsi, Judith Torney-Purta and John Schwille
Isabel Dean, Laura Beckmann, Kathrin Racherbäumer and Nina Bremm
In the present study, we assessed how school improvement consultants, as part of a six-year model project conducted in North Rhine-Westphalia, Germany, were perceived by school…
Abstract
Purpose
In the present study, we assessed how school improvement consultants, as part of a six-year model project conducted in North Rhine-Westphalia, Germany, were perceived by school leaders and how they defined their role(s), tasks and working methods as external consultants at the beginning of the project.
Design/methodology/approach
Our analyses are based on a mixed-methods approach, involving a standardized online survey of school leaders and 18 guideline-based interviews with school improvement consultants, which were conducted at the beginning of the model project. The interviews were analyzed using qualitative content analysis and typifying structuring of the interview material.
Findings
Our results based on the quantitative survey data showed that the school administrators generally rated the collaboration with the external consultants as not very positive. Furthermore, our qualitative findings showed that the school improvement consultants in the model project faced resistance to their coaching efforts, which may be attributed to the obligatory nature of their work on the project. In general, the consulting process appeared to be little differentiated according to the school principals' perceptions of the school needs, with the consultants mainly proceeding as they also do in other coaching processes.
Originality/value
This study contributes to our understanding of coaching in improvement activities among schools serving disadvantaged communities by offering insights into the role(s) and working methods of external school improvement consultants.
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Increased school autonomy and accountability have been a common denominator of national reforms in otherwise heterogeneous governance systems in Europe and the USA. The paper…
Abstract
Purpose
Increased school autonomy and accountability have been a common denominator of national reforms in otherwise heterogeneous governance systems in Europe and the USA. The paper argues that because schools serving disadvantaged communities (SSDCs) often have lower average performance, they are more often sanctioned or under closer scrutiny, but might also receive more additional resources. The purpose of this paper is to therefore analyze whether SSDCs have more or less autonomy than schools with a more advantageous context in four countries with heterogeneous autonomy and accountability policies.
Design/methodology/approach
The paper is based on the data from the Programme for International Student Assessment 2012 school and student questionnaires from Finland, Germany, the UK, and the USA. The choice of countries is based on different governance models described by Glatter et al. (2003). The data are used to identify SSDCs and analyze the reported autonomy in resource allocation and curriculum and assessment. Using regression analyses, patterns are analyzed for each country individually. They are then juxtaposed and compared. Differences are related back to the governance models of the respective countries.
Findings
The results indicate an association between the communities the schools are serving and the autonomy either in the allocation of resources, or the curriculum and assessment. SSDCs appeared to have a little more autonomy than schools with a more advantageous context in Finland, Germany, and the UK, but less autonomy in the USA. The comparison suggests that in the USA, autonomy is rather a reward for schools that have the least amount of need, whereas in the other three countries it could be a result of strategies to improve schools in need. The paper discusses possible explanations in the policies and support structures for SSDCs.
Originality/value
The effects of increased school autonomy and accountability on student achievement have been discussed at length. How different accountability policies affect the autonomy of schools with the highest needs has so far not been studied. The study can be understood as a first step to unravel this association. Following steps should include in-depth investigations of the mechanisms underlying increased or diminished autonomy for SSDCs, and the consequences for school improvement in these schools.