Constructions and purposes of school leadership in the UK

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2021-02-24 DOI:10.1080/13632434.2020.1859999

P. Woods, D. Torrance, C. Donnelly, Tom Hamilton, Ken Jones, I. Potter

{"title":"Constructions and purposes of school leadership in the UK","authors":"P. Woods, D. Torrance, C. Donnelly, Tom Hamilton, Ken Jones, I. Potter","doi":"10.1080/13632434.2020.1859999","DOIUrl":null,"url":null,"abstract":"ABSTRACT This article offers a comparative analysis and interpretation of leadership in the four UK education jurisdictions (Scotland, Wales, England and Northern Ireland), informed by the articles in this special issue and by a project report, all outcomes of an initiative, ‘Educational Leadership, Management and Administration in the United Kingdom: A Comparative Review’, funded by the British Educational Leadership Management and Administration Society. The article explores the constructions of leadership in the school systems of the four jurisdictions and the purposes those constructions are fulfilling concerning the governance of education. The comparative analysis identifies four purposes – relational, institutional-reform focused, masking and space-making. This typology of purposes is used to illuminate the different emphases across the jurisdictions. A relational purpose may be discerned more strongly in Wales and Scotland, a neo-liberal institutional-focused purpose more so in England, and relational and neo-liberal threads are intertwined in Northern Ireland in the context of legacies of community divisions. At the same time in all four jurisdictions, each of the purposes is given expression alongside, intermingling with or challenging neo-liberal threads of change and the dynamic between them helps shape the context in which leaders in the school systems create and practise leadership.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"31 4 1","pages":"152 - 170"},"PeriodicalIF":2.8000,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Leadership & Management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13632434.2020.1859999","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 3

Abstract

ABSTRACT This article offers a comparative analysis and interpretation of leadership in the four UK education jurisdictions (Scotland, Wales, England and Northern Ireland), informed by the articles in this special issue and by a project report, all outcomes of an initiative, ‘Educational Leadership, Management and Administration in the United Kingdom: A Comparative Review’, funded by the British Educational Leadership Management and Administration Society. The article explores the constructions of leadership in the school systems of the four jurisdictions and the purposes those constructions are fulfilling concerning the governance of education. The comparative analysis identifies four purposes – relational, institutional-reform focused, masking and space-making. This typology of purposes is used to illuminate the different emphases across the jurisdictions. A relational purpose may be discerned more strongly in Wales and Scotland, a neo-liberal institutional-focused purpose more so in England, and relational and neo-liberal threads are intertwined in Northern Ireland in the context of legacies of community divisions. At the same time in all four jurisdictions, each of the purposes is given expression alongside, intermingling with or challenging neo-liberal threads of change and the dynamic between them helps shape the context in which leaders in the school systems create and practise leadership.

查看原文本刊更多论文

英国学校领导的结构和目的

本文通过本期特刊中的文章和一份项目报告，对英国四个教育管辖区(苏格兰、威尔士、英格兰和北爱尔兰)的领导力进行了比较分析和解释，所有成果都是由英国教育领导力管理和行政学会资助的“英国教育领导力、管理和行政:比较回顾”倡议的结果。本文探讨了四区学校领导的建构，以及这些建构在教育治理方面所实现的目的。对比分析确定了四个目的——关系、机构改革、掩蔽和空间制造。目的的这种类型用于阐明不同司法管辖区的不同重点。在威尔士和苏格兰，关系目的可能更为明显;在英格兰，以制度为中心的新自由主义目的更为明显;在社区分裂遗留下来的背景下，关系和新自由主义的线索在北爱尔兰交织在一起。与此同时，在所有四个司法管辖区，每一种目的都与新自由主义变革的线索一起表达，交织或挑战，它们之间的动态有助于塑造学校系统中的领导者创造和实践领导力的背景。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.