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Australian Pupil Control Ideology (PCI) studies have generally utilized small samples in an endeavour to establish significant relationships between teacher/administrator control orientation, and a variety of person‐specific variables. The present study examines the tenability of a number of American biographically‐derived hypotheses in the Australian context. The explanatory power of the combined biographical variables of teacher age, experience, sex, organizational status and academic qualifications for variances in PCI is seriously questioned since as little as 6 percent of PCI variance may be explained by reference to these particular variables. Some potentially more fruitful avenues of enquiry for future PCI research are proffered.

An attempt is made to redefine educational leadership and to create a new “practical theory” of educative leadership which is of relevance to all concerned with the management of education. The approach, techniques and early outcomes of a research project in Australia designed in 1985 and mounted in 1986 to create the new “theory” are reported.

Library administration is a balancing act: leading and managing the library and its employees while simultaneously responding to initiatives and demands of institutional leaders and/or trustees. This chapter provides an overview of emotional self-regulation, its importance to library administrators, and the roles that intentional reflective practice and mindfulness play in adaptive emotional self-regulation. There were few articles exploring the impact of intentional reflective practice or mindfulness in libraries, particularly with respect to emotional self-regulation. Much of the reviewed literature was from other disciplines; however, there was much to be applied to library administrators. There are a variety of techniques for intentional reflective practice that library administrators can use to improve emotional self-regulation (as well as improve other aspects of performance). There are fewer techniques to increase mindfulness, though there is stronger evidence of the benefits of mindfulness meditation on emotional self-regulation. This chapter is the first review applying intentional reflective practice and mindfulness on the emotional self-regulation of library administrators.

Principals of traditional independent schools are invariably allocated by their governing bodies all duties and powers regarding discipline, programmes of study, selection and management of staff, and school activities generally. They are thus in a powerful position within their schools to facilitate effective and efficient responses to legitimate pressures for change, and to recognise and reject meretricious pressures for change. It seems reasonable to suggest that their willingness to accept this role will depend, in large part, on the particular educational values that they hold. The findings of a study which investigated the level of educational progressivism held by the principals of Queensland′s traditional independent schools are reported. These suggest that such principals are neither protagonists nor antagonists of educational change, although they strongly support the retention of traditional educational referents.

Aims to provide a theoretical basis for, and overview of, self‐evaluation as a beneficial practice. Discusses six issues: (1) types of entrepreneurial organizations and metaphors which may be used to think about them; (2) how self‐evaluation is usefully seen as a learning process; (3) common problems which trigger learning by organizations; (4) Self‐Evaluation and Effectiveness Review Model (SEER) as a proposed learning process; (5) how learning can help firms to overcome problems and improve members′ effective performance; and (6) the utility of the SEER concept in a world with variable national management cultures. Hopes to persuade an influential entrepreneur of the need to plan a process which will network members′ learning for the benefit of their organization.

Reports a study of seven headteachers from public schools in Barbados during the period March‐June 1984. Presents the results of the study, which include: headteachers see their role in creating good interpersonal relationships and purposeful climates as a very important one. They are seriously concerned about student discipline, control and order. Evidence of great discontinuity between their role conceptions and performance was found. The headteachers experienced feelings of powerlessness and ambiguity as a result of being controlled by policies and rules from a central body. These caused some degree of frustration and elements of formalism but there was no evidence of alienation or despair.

The historical evolution of the economy of Ireland's South East region is traced, highlighting Waterford's key role as the region's leading urban centre and port. What had been a rather traditional regional economic structure underwent considerable modernisation in the last two decades, but lacks the sectoral specialisation which provides a strong economic base in other Irish regions. The National Spatial Strategy, launched in 2002, sought to promote regional specialisation in exporting sectors, but lacked the governance structures required to drive the process. The current National Planning Framework is more focused on building up the main regional centres, but is likely to leave Waterford City well short of the scale required to be competitive in global markets. An alternative strategy is proposed, whereby Waterford would work in collaboration with the South East's unique set of strong county towns to create a distinctive and coherent, region-wide and sectorally focused, urban system. The success of such a project, however, would be dependent on the creation of a strong regional government tier and the devolution to the regions of a wide range of powers and functions currently concentrated at national level.