The Professional Capacity of School Principals: Research across Borders

Author(s):

Helen WildyMegan CrawfordLejf MoosJorunn MøllerJoanna MichalakStephan Huber Michael Cowie

Conference:

ECER 2009

Network:

26. Educational Leadership

Format:

Symposium

Session Information

26 SES 02, The Professional Capacity of School Principals: Research across Borders

Symposium

Time:

2009-09-28

11:15-12:45

Room:

NIG, Seminarraum, 6. Floor

Chair:

Helen Wildy

Discussant:

Tim Simkins

Contribution

This symposium comprises research reported in a Special Edition of the European Education Research Journal (2009) devoted to the topic of the professional capacity of school principals, within an international context. Topics within this theme include the impact of changing demands on the principal such as the increasing complexity of the role, accountability and other contextual pressures; structural issues such as recruitment, selection and retention; as well as pre-appointment preparation of principals and their continuing professional development and support. The Special Edition brings a European focus to this theme, by examining common and divergent aspects of school principals’ professional capacity across European settings. Contributors to this symposium are all members of the Educational Leadership Network of the European Education Research Association who particpated in the conference in 2008 in Goteberg, Sweden.

Method

The symposium papers draw on a range of methodologies. For example, Professor Michalak study of successful principals in challenging urban settings in Poland draws on a comparative analysis of narrative data about the construction of the professional self. Professor Moller's work revisited case studies of successful principals in the Norgwegian elementary and secondary school systems five years after the first visits. Professor Moos also uses case studies, in the Danish context, and applies discourse analysis to the data. Cross-cultural comparison is the approach used by Cowie and Crawford in their examination of the relationship between preparation and leadership and management practices of primary principals in England, Scotland and Turkey. Professor Huber reports the development of an internet-based self assessment instrument to be used by both aspiring school leaders and those with experience in the job.

Expected Outcomes

The papers together provide a snap shot in time of activity in Poland, Norway, Denmark, England, Scotland, Turkey and Germany related to the professional capacity of school leaders. Participants might reflect on the similarities of research approaches and issues as well as the opportunities for engaging in future collaborative research across the borders.

References

Bolam, R. (1993). School-based management, school improvement and school effectiveness: Overview and implications. In C. Dimmock (Eds.), School-based management and school effectiveness (pp. 219-234). London: Routledge. Esp, D. (1993). Competences for school managers. London: Kogan Page. Huber, S. G. & Hiltmann, M. (in press). The Recruitment and Selection of School Leaders – First Findings of an International Comparison. In: S. G. Huber (Ed.), School Leadership - International Perspectives. New York: Peter Lang. Jirasinghe, D. & Lyons, G. (1996). The competent head: A job analysis of heads’ tasks and personality factors. London: The Falmer Press. Moos, L. & Huber, S. G. (2007). School Leadership, School Effectiveness and School Improvement: Democratic and Integrative Leadership. In: T. Townsend (Ed.). International handbook of School Effectiveness and Improvement. New York: Springer. Sammons, P., Hillman, J. & Mortimore, P. (1995). Key characteristics of effective schools: A review of school effectiveness research. London: OFSTED.

Author Information

Helen Wildy

The University of Western Australia

Graduate School of Education

Crawley

Megan Crawford

Institute of Education University of London

Doctoral School

Milton Keynes

Lejf Moos

DPU-AU

Copenhagen Nv

Jorunn Møller

University of Oslo

Teacher Education and School Development

Oslo

158

Joanna Michalak

University of Lodz

Faculty of Educational Studies

Lodz

170

Stephan Huber

University of Central Switzerland, Switzerland

Michael Cowie

University of Edinburgh, UK

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