Leadership and Management Development in Education (Education ...

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PREPARING AND SUPPORTING LEADERS IN DEVELOPED COUNTRIES61is a ‘wide market of accredited programmes … [and] school management mastersdegree programmes are very popular among … deputies, prospective headsand teachers’ (Gergely 2003: 112). Similarly, in Iceland, teaching qualificationsand experience are the only formal requirements for principalship but ‘teachersin management positions in schools have been entering a GraduateDiploma programme in school management … in order to prepare themselvesfor school management’ (Hansen 2003: 121).Most of the countries featured in this section appear to recognise the importanceof pre-service preparation for aspiring principals and many such leadersare accessing such opportunities. Elsewhere, however, there is little interest informal leadership learning and apparent satisfaction with the existing arrangements.In Cyprus, for example, ‘few [aspirant principals] engaged in substantialand proactive preparation’ (Pashiardis and Ribbins 2003: 29). Those principalswho have taken short courses were sceptical of their value, describing them astoo ‘theoretical’ (ibid.). In practice, most had experienced an ‘apprenticeship’model where they learned from working with ‘good and supportive’ (ibid.)principals. One woman principal, interviewed by Pashiardis and Ribbins (2003:30), commented that ‘in Cyprus, in education, there is really no such thing aspreparing for the post’.In Denmark, there are no national guidelines, formal expectations or competenceobjectives for educational leadership. There is no nationally run or certifiededucation or training of aspiring school leaders. ‘There seemed to be aconsensus that leadership did not require any education beyond the initialtraining of teachers and perhaps some years of teaching’ (Moos 2003: 60). Thereis now some discussion about a national leadership diploma course but this isconceived as a generic feature with all kinds of leaders, in the public and privatesectors, taking the same programme.The extent and nature of pre-service provision influence, to varying degrees,the selection of school principals.Leadership selectionCentralised systemsThe recruitment and appointment of school principals follows the ‘succession’processes discussed above. In centralised systems, selection criteria are developedby senior personnel in the Ministry of Education or related bodies. InCyprus, for example, teachers are appointed, located, transferred and promotedby the Educational Service Commission (ESC), an independent body appointedby the President (Pashiardis and Ribbins 2003: 14). The ESC supposedly hasregard to three factors when choosing assistant principals and principals:
62LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATION• Years of service• Worth and excellence as a teacher• Other diplomas, degrees or academic credentials.Pashiardis and Ribbins (2003: 15) conclude that, as candidates have much thesame academic qualifications, and because almost everyone is rated as an excellentteacher, the only significant differentiation comes from years in service.This leads to most secondary principals being appointed when over 50 yearsold. The United Nations Educational, Scientific, and Cultural Organization(UNESCO) national review of education on the island confirms that ‘the principalcriterion is age and seniority … competence in performing the work isscarcely taken into account’ (Drake et al. 1997: 56–8). The review concludesthat ‘the system establishes what can only be described as a “gerontology ineducation” (ibid.: 58). The system also reinforces patriarchy with 68 per cent ofsecondary principals being men, despite women being in the majority in theteaching profession (Pashiardis and Ribbins 2003: 15).In Singapore, successful completion of the ‘Leaders in Education’ programmeis a requirement for aspiring principals but does not guarantee appointment. Itis a necessary but insufficient condition for promotion. Appointments are madeby the Ministry of Education on the basis of ‘a standardised promotion procedure’(Huber and Gopinathan 2004: 225), informed by a performance appraisalgrading system (Lim 2005: 75).In Belarus, there are no formally stated criteria for selection and posts are notadvertised. ‘The selection is made on the basis of education officers’ observationof the pedagogical, leadership and other aspects of the candidates’ practice intheir schools’ (Zagoumennov and Shalkovich 2003: 18). The appointment ofsecondary school directors in Latvia requires the approval of the Ministry ofEducation and Science but local officials control the initial selection based on‘their understanding of what they need for the school’ (Berzina 2003: 161). Inthe Czech Republic, headteachers are appointed by regional district offices, byagreement with municipalities. The selection process involves a panel comprisingrepresentatives of the region concerned, a teacher and a psychologist(Slavikova and Karabec 2003: 48).In France, there is a national competition for aspiring secondary school principals.The personal files of applicants are scrutinised by a ‘national jury’ ofinspectors and headteachers. About one-third of applicants are rejected at thisstage. This is followed by an oral examination, conducted by inspectors, headteachersand private sector managers to assess candidates’ motivation andcapacity to be a leader (Lafond and Helt 2003: 91–2).These examples illustrate the general principle that selection of school principalsfollows an essentially bureaucratic process. The degree of centralisationvaries but decisions are made within national or local government, rather thanby school-level bodies. The position is very different in self-managing schools.
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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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