Mission Impossible Leadership Responsibility without Authority for Initiatives To Reorganise Schools.Report as inadecuate




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This paper explores how characteristics of complex educational change may virtually dictate the leadership strategies adopted by those charged with bringing about change. The change in question here is the large-scale reorganization of local education authorities (LEAs) across England. The article focuses on how across-the-board initiatives to reorganize schools were managed in LEAs and the effects of this reorganization on the different administrative levels of the education system. The information is based on 325 interviews that were conducted with 188 school staff, LEA staff, and central government civil servants. The essay describes characteristics of reorganization as a complex educational change and examines the implications for change leadership and their relationship to cultural and political factors. Elements of Bass's generic theory of transformation leadership are described as a framework for analyzing LEA officials' change leadership strategies. This framework depiction is followed by a discussion of how characteristics of reorganization increased the complexity resident in managing the schools, prompting LEA officials to adopt a combination of leadership strategies that could be characterized as restricted transformational or transactional. Leaders were led to minimize resistance to change by focusing on a cultural transformation that was designed to win over stakeholders. (Contains 29 references.) (RJM)

Descriptors: Change Strategies, Educational Change, Educational Policy, Elementary Secondary Education, Foreign Countries, Instructional Leadership, Policy Formation, Resistance to Change, School Restructuring











Author: Wallace, Mike

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6953&id=ED443179







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