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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
FullText Text:
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  Data: On Being More Accountable: The Push and Pull of Risk in School Leadership
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  Data: 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
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  Data: 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.)
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