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      Keeping things on track: School principals as managers

      Earl Rinehart, (Suzanne) Kerry; Alcorn, Noeline
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      EarlRinehart&AlcornManuscriptFINALNZJES.pdf
      Accepted version, 195.9Kb
      DOI
       10.1007/s40841-019-00140-5
      Link
       link.springer.com
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      Earl Rinehart, (Suzanne) K., & Alcorn, N. (2019). Keeping things on track: School principals as managers. New Zealand Journal of Educational Studies. https://doi.org/10.1007/s40841-019-00140-5
      Permanent Research Commons link: https://hdl.handle.net/10289/12673
      Abstract
      Literature about education in New Zealand and internationally over the past 30 years has increasingly focused on the need for effective school leadership. In New Zea- land a major Best Evidence Synthesis study (BES 2009) led to an emphasis on instructional leadership aimed at raising achievement. This emphasis has tended to undervalue management, linked to the status quo rather than change and improvement. However, extended interviews with rural primary principals revealed they saw management as crucial to responding to parental concerns, handling disruption, and keeping the school ‘on track’. Making use of local knowledge and taking advice, they held the core responsibility for an observable response. These principals believed that managing issues helped them build and sustain the trust of the school community, which was of value ‘next time’. Thus, aspects of management combine the relational and context-dependent work of school principals. Drawing on Mintzberg (1990) we argue that the recognition and valuing of management aspect of school leadership is crucial for principal effectiveness.
      Date
      2019
      Type
      Journal Article
      Publisher
      Springer Science and Business Media LLC
      Rights
      © 2019 Springer Nature.This is the author's accepted version. The final publication is available at Springer via dx.doi.org/10.1007/s40841-019-00140-5
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      • Education Papers [1422]
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