This article presents interview data from a study involving nine primaryschool leaders. Five are leaders of local authority schools while four areleaders of schools within a large academy chain. The article examinestheir perspectives about the current regimes of performativity in theEnglish education context and, in particular, the accountability demandsof Ofsted. Mindful of contemporary concerns about the tensions betweenperformativity and professionalism in education, the analysis highlightsthe different ways in which each group responds to external accountabilitydemands. The article illustrates how investments in traditional andentrepreneurial professionalism continue to impact on how the currentdemands of performativity are understood. It highlights the significanceof conceptualising educator professionalism beyond dichotomies thatidealise the former at the expense of the latter and the importance of anongoing critical focus on the ways in which professionalism is currently being articulated in schools.
Field of Research
130304 Educational Administration, Management and Leadership 1303 Specialist Studies In Education 1608 Sociology 1399 Other Education
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