On Being More Accountable: The Push and Pull of Risk in School Leadership
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| Title: | On Being More Accountable: The Push and Pull of Risk in School Leadership |
|---|---|
| Language: | English |
| Authors: | McWilliam, Erica, Perry, Lea-Anne |
| Source: | International Journal of Leadership in Education. Apr 2006 9(2):97-109. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Adult Education |
| Descriptors: | Instructional Leadership, Principals, Accountability, Risk, Educational Practices, Politics of Education, Educational Quality, Foreign Countries, Educational Administration, Risk Management, Staff Development, National Standards |
| Geographic Terms: | Australia |
| DOI: | 10.1080/13603120600697072 |
| ISSN: | 1360-3124 |
| Abstract: | This article addresses risk and its minimization as a powerful rationality for driving leadership practices in contemporary schools. It explores risk-consciousness as "a moral climate of politics" (Giddens 2002) and as a management imperative that impacts on any contemporary organization, including schools. The impact of risk-consciousness on the work that school leaders do is explored, with particular attention to some of the negative effects of this on schools as sites of learning. The article raises questions about the implications of all this for staff development in general and the needs of school principals in particular. (Contains 3 notes.) |
| Abstractor: | As Provided |
| Number of References: | 33 |
| Entry Date: | 2009 |
| Accession Number: | EJ830180 |
| Database: | ERIC |
| Abstract: | This article addresses risk and its minimization as a powerful rationality for driving leadership practices in contemporary schools. It explores risk-consciousness as "a moral climate of politics" (Giddens 2002) and as a management imperative that impacts on any contemporary organization, including schools. The impact of risk-consciousness on the work that school leaders do is explored, with particular attention to some of the negative effects of this on schools as sites of learning. The article raises questions about the implications of all this for staff development in general and the needs of school principals in particular. (Contains 3 notes.) |
|---|---|
| ISSN: | 1360-3124 |
| DOI: | 10.1080/13603120600697072 |
