Leadership and Management Development in Education (Education ...

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PREPARING AND SUPPORTING LEADERS IN DEVELOPED COUNTRIES55deputies, before becoming headteachers. ‘Making the route to the top swifterwould render it more appealing to younger teachers’ (NCSL 2006c: 7).Regional variationsIn certain parts of England, notably in inner London, it is very difficult toattract suitable candidates. Almost 50 per cent of schools need to re-advertisetheir headships in order to be able to make a good appointment. (NCSL 2006c)These points also apply in certain other countries. The ‘baby boom’ affectedmany nations, perhaps particularly those in Europe, and the ‘drawn outapprenticeship’ is a factor in several education systems. As noted below, Cyprusand Malta both tend to appoint highly experienced teachers as heads. ‘[InCyprus], the average age of principals on first appointment is around 55’(Pashiardis 2003: 36).Centralised systemsIn centralised systems, the bureaucracy is involved in defining criteria forleadership succession and in selecting candidates for preparation and/orpreferment. The Singapore government, for example, identifies suitableteachers for promotion, as Chong et al. (2003) indicate:In the Singapore context, [leadership succession] has not been left tochance. The Ministry of Education has drawn up a framework wherepromising teachers are selected for various leadership or managerial positionsin the school. Whilst most teachers remain in the classroomthroughout their careers, those with leadership abilities may progress toother positions: senior teachers, subject heads, level heads and heads ofdepartment. (p. 167)Several European countries follow a similar pattern. For example, in Belarus,‘vacant director [principal] posts are not usually advertised. Selection is normallymade at the district level: potential directors are nominated by school ordistrict authorities, interviewed and appointed by the district office. Someschool districts operate a system whereby a “pool” or “reserve” of potential candidatesare identified’ (Zagoumennov and Shalkovich 2003: 18). In France, successfulsecondary school candidates are initially appointed as deputyheadteachers and can be appointed to a post in any part of the country (Lafondand Helt 2003: 92).One of the problems of such an approach is that it tends to reproduce the
56LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATIONqualities of the existing group of principals. Gronn and Ribbins (2003) refer to‘ascriptive’ systems, which tend to emphasise the personal characteristics ofindividuals and usually reproduce a leadership cohort (often predominantlymale) from a narrow social base. Cyprus, for example, has adopted an approachthat leads to the appointment of highly experienced, and usually male, principals(Gronn and Ribbins 2003; Pashiardis and Ribbins 2003).Bezzina (2002: 10), referring to Malta, notes that most of his interviewees‘were promoted to principalship on the basis of seniority’, and adds that ‘noneof the principals regarded themselves as working to a career plan designed to[lead] to a principalship position’ (ibid.). This may be regarded as the inevitableconsequence of top-down selection processes but it also reflects a reluctance togive up classroom teaching (ibid. p. 11). Bezzina (2002: 13–14) adds that politicaldiscrimination was previously an issue, as one of his respondents explains:The posts of deputy principals were very difficult to get because of the politicalatmosphere … It was practically impossible if you had any connectionwith the Malta Union of Teachers (MUT) or if you were not particularly tiedwith the government party, then you wouldn’t have any chance … to getthe post … there were always a chosen few.This factor is also prevalent in Cyprus. ‘In order to be promoted, you have tobelong to the correct political party’ (Pashiardis 2003: 39). Similar considerationsapplied in Iceland until recently. ‘The appointment of school principalswas seen by many as having political considerations; i.e. the political majorityhired principals “from the right party”’ (Hansen 2003: 123).Several countries in Eastern Europe are in the process of modifying whatwere previously highly centralised systems. In Estonia, headship appointmentswere previously dependent on membership of the Communist Party, which wasalso involved in the appointment. In the twenty-first century, posts are advertisedand a committee recommends one of the short-listed candidates to theMunicipal Council (Isok and Lilleorg 2003: 81). Similarly, the process haschanged in Latvia since 1991. School directors are appointed by local educationofficials, following an open competition (Berzina 2003: 161). In Bulgaria, ‘qualifiedapplicants take part in a competition organised by a commissionappointed by the employer’ (Stanev and Mircheva 2003: 31).In some countries, but by no means all, some form of preparation is requiredbefore appointment as a principal.Leadership preparationThe notion of preparation suggests a preconceived orientation towards career
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ContentsNotes on the authorSeries E
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Series Editor’s ForewordThis seri
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PrefaceThe significance of effectiv
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PREFACExiiiChapter 7 shifts the deb
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