Session Information
26 SES 05 A, Leadership for Learning – The Role of Principals in Enacting Policies
Symposium
Contribution
In the context of globalization, education systems face challenges that are no longer only national or local. In order to improve student learning and the education systems in national contexts different supranational agents like the OECD or EU influence the national policies by e.g. the formulation of standards or measuring outputs. The so influenced national policies and the process of standardization can be interpreted as a codified expectation to the enactment of the different actors in the organization school. “Policy is done by and done to teachers; they are actors and subjects, subject to and object of policy“ (Ball, Maguire & Braun 2012: 3).
This symposium deals with the relevance of leadership in schools and the influence in enacting these policies and therefore in improving student learning. Principals as leaders of their school are confronted with different challenges during the processes of enacting. Principals are faced with expected and unexpected legal, institutional and cultural inputs coming from the macro- and microsystems and they are initiator, implementer, enabler, promotor, preventer of these processes on the mesosystem of the school. If we want to understand the role of principals and their influence on student learning in this reform process, we have to find out about how they enact these policies (Ball, Maguire & Braun 2012).
This symposium brings together researchers from Hong Kong, England, Austria and Germany, who have examined the role and influence of principals in policy enactment processes in schools.
References
Ball, S.; Maguire, M. & Braun, A. (2012). How Schools do Policy. Policy Enactment in Secondary Schools. Oxon: Routledge.
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