This paper examines the ways in which a small number of school principals in England and Wales are making changes in their management structures and processes to cope with an increasingly turbulent environment. Using evidence on a comparative basis from organizations outside education, this paper looks at the way in which a number of principals are adopting radically new approaches to leadership and to organizational design. Evidence is presented from detailed case studies undertaken in six secondary schools that are known to have made significant changes in their management structures and systems. The first section concerns the changing leadership context. The second section, on the "new organizations" outside education, details the key characteristics of leadership, empowerment and teams, customer orientation and quality, integrity, and response to change--topics explored in the context of secondary schools. Six schools are used to illustrate the abandonment of heroic leadership, an emerging trend of empowerment and teams, a concern with customers and quality, strong instructional leadership, fair and caring leaders, and empowerment for change. (Contains 28 references.) (RR)
Authors
- Location
- ['United Kingdom (England)', 'United Kingdom (Wales)']
- Peer Reviewed
- F
- Publication Type
- ['Reports - Research', 'Speeches/Meeting Papers']
- Published in
- United States of America
Table of Contents
- Another powerful driving force for change has been the 4
- Handy 1989 suggests a way forward to new forms of organization using new 6
- The use of self-managing teams SMTs in work settings not only has gained 8
- Integrity 9
- So that is what we find 9
- In the case of 10
- Bureaucracy is seen as 10
- Research into schools finds that school leaders are no different from any other 10
- When the present Principal took over his school a year previously he found 11
- That they were operating with different styles and different 12