Journal Article

School leaders in England transition through change: Insider and outsider perspectives

Ian Potter, Pamela S. Angelle, Margaret Ritchie

2021

Overview

Schools in the 21st century have grown increasingly complex and government mandates have compounded this complexity as principals have looked beyond their school to embrace stakeholders and authorities who view education from myriad perspectives. This qualitative case study examined the personal perspectives of leaders, reflecting upon their transition from organisational governance change through the formation of a multi-academy trust. Findings revealed that while the creation of a new school system offered school leaders opportunities for interorganisational transfers and promotions, the internal transition experienced was unexpected and often unaddressed. Leaders expressed their difficulty in reconciling their desire to address the needs of the schools and community through consolidation while maintaining their own health as an individual leader. Findings from this study offer lessons in the importance of examining change both within the organisation through a personal lens as well as an external lens.

• Publisher: Sciendo,De Gruyter Brill Sp. z o.o., Paradigm Publishing Services
• Subject: Academic Achievement / Admission Criteria / Career Change / Collaboration / Curricula / Decision making / Education reform / educational administration / Educational Attitudes / Educational Change / educational leadership / Evaluation / Executives / Funding / Governance / Government School Relationship / Instructional Leadership / internal change / Leaders / Leadership / Leadership Role / Leadership transition / Literature Reviews / Management / Neoliberalism / organisational change / Organizational change / Principals / Private Schools / Private sector / School Choice / School management and organization / School Policy / Schools / Strategic management / Students / Teachers / Trusts