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Successful school principalship in small schools

Citation

Ewington, J and Mulford, WR and Kendall, D and Edmunds, WJ and Kendall, LR and Silins, H, Successful school principalship in small schools, Journal of Educational Administration, 46, (5) pp. 545-561. ISSN 0957-8234 (2008) [Refereed Article]

DOI: doi:10.1108/09578230810895483

Abstract

Purpose - The special characteristics of small schools appear to set them apart from larger schools. In fact, small schools may be a discrete group in that their complexity may not be in direct ratio to their size. The special characteristics of small schools may include the absence of senior staff, administrative assistance on a part time basis only, conservatism and role conflict within the community, and lack of professional interaction. This paper aims to explore these issues by analysing data from a recent survey on Tasmania successful school principalship. Design/methodology/approach - Results from a survey with the population of Tasmanian principals in schools of 200 or less students are compared with previous research findings from the limited literature in the area. Findings - The study has confirmed that contextual demands result in role conflict for teaching principals, that principals of small rural schools are mobile, staying for short periods of time, and that a higher proportion are female. Statistically significant differences were found among small rural schools of 100 or fewer students and small rural and urban schools of between 101 and 200 students. These differences were best explained by combination of the "double load phenomenon" and the increasingly mandated requirements for the implementation of growing amounts of Department of Education policy, rather than rurality or socio-economic status. Practical implications - Given the combination of the expected large turnover in the principalship in Australian schools over the next five to ten years, the high proportion of small schools (at least one-quarter) and the unlikely change to the traditional career path wherein, for many, becoming a principal of a small school is the initial step progressively moving to large schools, the findings add weight to the need for greater attention to be paid to small school principalship. Originality/value - The study adds to the very limited research into successful school principalship in small schools. © Emerald Group Publishing Limited.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Educational Administration, Management and Leadership
Objective Division:Education and Training
Objective Group:School/Institution
Objective Field:Management and Leadership of Schools/Institutions
UTAS Author:Ewington, J (Dr John Ewington)
UTAS Author:Mulford, WR (Professor Bill Mulford)
UTAS Author:Kendall, D (Dr Diana Kendall)
UTAS Author:Edmunds, WJ (Mr William Edmunds)
UTAS Author:Kendall, LR (Dr Lawrence Kendall)
UTAS Author:Silins, H (Associate Professor Halia Silins)
ID Code:53090
Year Published:2008
Deposited By:Education
Deposited On:2008-10-28
Last Modified:2009-05-19
Downloads:0

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