In this article, we argue that leadership of schools is a form of performance that has become ritualised and routinised through the official scripting of policy texts that mandate how leadership of schools should occur. Our interrogation of recent policy scripts in Australia reveals that there is limited scope for leadership in schools to occur as accountability mechanisms and policy directives codify the professional expertise that leaders are required to possess, act out and act on.
History
Journal
Journal of educational administration and history
Volume
45
Issue
2
Season
Special Issue : Rethinking leadership in education : a research agenda