By Ciaran Sugrue, Ivor F Goodson
This publication places 'real lifestyles' again into the literature on university principalship. via a lifestyles background process, it portrays everyday life in colleges as a way more messy, contested and precarious lifestyles, the place principals fight with passionate dedication to discover continuity among often altering and sometimes conflicting coverage initiatives.The ebook attracts on comprehensively in-depth interview information with new, skilled and veteran principals. Their lifestyles tales illustrate the struggles interested in the continued negotiation of identities via unheard of swap. The authors lucidly argue that:* The realities of principals' lives are even more not easy that rational linear ways to reform suggest;* A revolving door method of the appointment of principals is insufficient* ardour is vital to the lives and paintings of principals, yet this ardour has to be rejuvenated and rekindled via possibilities for studying* there's a want for extra study at the dating among the lifecycles of principals, the management legacies of college groups and the cycles of mandated reforms as a method of lending coherence to management studying and sustained and renewed leaders.This is key studying for principals and their specialist our bodies, lecturers and researchers, university leaders on management classes the world over.
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Additional info for Passionate Principalship: Learning from the Life Histories of School Leaders
Example text
His use of the collective pronoun – ‘we’ – catches a growing sense of collective action by the whole staff. Three key aspects of how he sees himself as a leader are revealed in what he says, in this phase of the story, about supporting teachers, involving them in decisions and being systematic and organised. His reaction to the imposition of the National Curriculum is in sharp contrast to his view of the Local Management of Schools reform. He and the school staff were losing what they had been building: Baker (Secretary of State for Education) came .
This is a story of sustained motivation embedded in place. Like Boyle and Woods’ (1996) research, this chapter shows that school leadership is ‘complex, full of conflicts and contrasts and is irreducible to a polarised position’ (p. 549). They have used the term ‘composite head’ to describe a primary-school headteacher who has developed her own form of leadership: a role for herself and situation in the face of changes. It is important to catch the sense in which headteachers are able to recognise their own ambiguities regarding what they do in order to cope with new requirements and at the same time to preserve cherished values.
Part IV, Beyond Passion in Principalship, consists of a concluding chapter that indicates ways in which putting passion into leadership literature has potential to re-orient policy and practice as well as reshape initial and ongoing professional preparation and support for school leaders. For readers unfamiliar with the four contexts in which data for this study were generated, brief descriptions of each are provided in Appendices 5–8. As a means of contextualising the content of Chapters 2 to 9, and of making the reading of their content more meaningful for the reader, these various descriptions should be read in advance of reading each of the chapters.
