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Principals, politics and change : confronting school resilience to radical renewal

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conference contribution
posted on 2009-01-01, 00:00 authored by Karen StarrKaren Starr
Governments expect school principals to lead and manage significant change to implement school improvement agendas. Research evidence suggests, however, that schools are slow to change (Evans, 1996; Duignan, 2006), that many teachers resist change (Marzano, Waters & McNulty, 2005), and that change is often cursory or short lived – not disrupting dominant cultures and existing arrangements (Johnson, 2004). This paper discusses the resistance to major change encountered by Australian principals, and their perceptions of its causes. Emergent themes demonstrate that the success or otherwise of change rests heavily on the political astuteness of principals, which suggests the need for ongoing professional learning and leadership support around the issue of leading and managing change.

History

Event

American Educational Research Association. Meeting (2009 : San Diego, Calif.)

Pagination

1 - 17

Publisher

American Educational Research Association

Location

San Diego, Calif.

Place of publication

Washington, D.C.

Start date

2009-04-13

End date

2009-04-17

ISSN

0163-9676

Language

eng

Publication classification

E1 Full written paper - refereed

Copyright notice

2009, The Authors

Editor/Contributor(s)

M Feuer

Title of proceedings

AERA 2009 : Disciplined inquiry : education research in the circle of knowledge

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