SavedAdd your journal

Journals / Research in Educational Administration and Leadership (REAL) / 2016 / Cilt: 1 - Sayı: 1

School Leadership and Management in England: The Paradox of Simultaneous Centralisation and Decentralisation

School Leadership and Management in England: The Paradox of Simultaneous Centralisation and

Tony BUSH
Pages
1–23
Publication Date
2016-07-15
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It concludes that leadership will continue to play a significant part in school improvement.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Effective leadership and management are increasingly recognised as vital components of successful schooling.
📊
Key Findings & Data:This paper examines how they are practiced in England, where there is a high degree of centralization, notably in respect of finance and staffing, but within a tightly constrained curriculum and inspection framework.
💡
Conclusion & Impact:It concludes that leadership will continue to play a significant part in school improvement.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:School leadership · England · Decentralisation

Abstract

Effective leadership and management are increasingly recognised as vital components of successful schooling. This paper examines how they are practiced in England, where there is a high degree of centralization, notably in respect of finance and staffing, but within a tightly constrained curriculum and inspection framework. The paper discusses leadership structures and processes in English schools, explains how principals are prepared for their leadership roles, and examines the evidence on the impact of leadership on school and student outcomes. It concludes that leadership will continue to play a significant part in school improvement.

🔖

Cite This Article

BUSH, T. (2016). School Leadership and Management in England: The Paradox of Simultaneous Centralisation and Decentralisation. Research in Educational Administration and Leadership (REAL), Cilt: 1 - Sayı: 1, 1–23. https://ajindex.com/articles/139171

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (12)

  1. Avolio, B.J. (2005). Leadership Development in Balance: Made/Born, London, Lawrence Erlbaum Associates. Barnett, B. and O’Mahony, G. (2008). Mentoring and coaching programs for the professional development of school leaders, in Lumby, J., Crow, G.And Pashiardis, P. (Eds.). Preparation and Development of School Leaders, New York, Routledge. Bolam, R. (1999). Educational administration, leadership and management: towards a research agenda’ in Bush et al (eds). Educational Management: Redefining Theory, Policy and Practice, London, Paul Chapman. Bolam, R. (2004). Reflections on the NCSL from a historical perspective, Educational Management, Administration and Leadership, 32 (3): 251-267.
  2. Bottery, M. (1998).
  3. Professionals and Policy, London, Cassell. Bush, T. (2004). The National College for School Leadership: Purpose, power and prospects, Educational Management, Administration and Leadership, 32 (3): 243-249.
  4. Bush, T. (2008). Leadership and Management Development in Education, London, Sage. Bush, T. (2010). Leadership development, in Bush, T., Bell, L. and Middlewood, D. (Eds.). The Principles of Educational Leadership and Management, London, Sage. Bush, T. (2011). Theories of Educational Leadership and Management: Fourth Edition,
  5. London, Sage. Bush, T. (2011a). Succession planning in England: New leaders and new forms of leadership, School Leadership and Management, 31 (3): 181-198
  6. Bush, T. and Coleman, M. (1995). Professional Development for Heads: The Role of Mentoring’, Journal of Educational Administration, 33 (5), 60-73.
  7. Bush, T. and Glover, D. (2012). Distributed leadership in action: Leading high performing leadership teams in English schools, School Leadership and Management, 32 (1): 21-36.
  8. Bush, T. and Glover, D. (2012a). Leadership development and learner outcomes: Evidence from South Africa, Journal of Educational Leadership, Policy and Practice, 27 (2): 3-15.
  9. Bush, T. and Jackson, D. (2002). Preparation for school leadership: International perspectives, Educational Management and Administration, 30(4): 417-429.
  10. Bush, T., Coleman, M. and Glover, D. (1993). Managing Autonomous Schools: The Grant-Maintained Experience, London, Paul Chapman. Bush, T., Glover, D. and Harris, A. (2007). Review of School Leadership Development, Nottingham, NCSL. Caldwell, B. (2008). Reconceptualising the self-managing school, Educational Management, Administration and Leadership, 36 (2): 235-252.
  11. Caldwell, B. and Spinks, J. (1992).
  12. Leading the Self-Managing School, Lond