Thinking about principals: How they cope with external pressures and internal redefinition of their role |
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| Institution: | 1. School of Kinesiology, 50 Field House Drive, Louisiana State University, Baton Rouge, LA, 70803, USA;2. Indiana University School of Public and Environmental Affairs, Indiana University Purdue University Indianapolis, 801 W. Michigan Street, BS 4066, Indianapolis, IN, 46202, USA;3. Professional Studies Building, Suite 1111, P.O. Box 2000, State University of New York-Cortland, Cortland, NY, 13045-0900, USA;4. Department of Physical Education, Gyeongsang National University, Gyeongsangnam-do, Jinju-si, Jinju-daero, 501, Republic of Korea;1. KU Leuven, Division of Geography and Tourism, Celestijnenlaan 200E – Box 2409, 3001 Leuven, Belgium;2. Utrecht University, Division of Human Geography and Planning, Heidelberglaan 2, 3584 CS, Utrecht, The Netherlands;1. Child Mental Health, University of Exeter Medical School, Exeter, Devon, UK;2. 2gether NHS Foundation Trust, NHS Trust, Gloucester, UK;3. Department of Social Policy and Intervention, University of Oxford, Oxford, Oxfordshire, UK;4. NIHR CLAHRC South West Peninsula (PenCLAHRC), St Luke''s Campus, University of Exeter, Exeter, Devon, UK;5. King''s Health Economics, Institute of Psychiatry, Psychology & Neuroscience, King''s College London, London, UK;6. Graduate School of Education, University of Exeter, Exeter, Devon, UK;1. Duke University School of Medicine, Department of Psychiatry & Behavioral Sciences, Duke Global Health Institute, 310 Trent Drive, 333 Trent Hall, Box 90519, Durham, NC 27708, USA;2. Duke University, Duke Global Health Institute, 310 Trent Drive, Trent Hall, Room 330, Durham, NC 27708, USA;3. Alcohol, Tobacco and Other Drug Research Unit, Medical Research Council of South Africa, P.O. Box 19070, Tygerberg, Cape Town 7505, South Africa;4. Stellenbosch University, Faculty of Medicine and Health Sciences, Box 19063, Tygerberg 7505, South Africa;5. Duke University School of Medicine, Department of Psychiatry & Behavioral Sciences, Duke Global Health Institute, 310 Trent Drive, 335 Trent Hall, Box 90519, Durham, NC 27708, USA |
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| Abstract: | Looking at recent changes in the educational policy context, it is difficult to underestimate the central role of the principal. Principals must simultaneously perform different roles and implement activities of a varied nature. As an ‘instructional leader’, he or she must be able to create supportive links between the school and the classroom level. Individual learning and teachers’ professional development must be linked to, and supported by, an appropriate organizational development. As a ‘project manager’, the principal is expected to develop and implement a specific plan in order to solve particular problems indicated by the inspectorate. Both tasks — instructional leader and project manager — are illustrated in this chapter. |
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