Access the full text.
Sign up today, get DeepDyve free for 14 days.
(1995)
Joint principalship! Leading Lights: Newsletter o f the N e w Zealand
(1998)
Good schools, poor schools
(1989)
Inside the interview ‘black box’: The tenuous status ofjob-related
Malcom Glenny, Dorothy Lewis, Carol White (1996)
Power Sharing at Selwyn College - Auckland, New Zealand: The Coprincipalship ModelManagement in Education, 10
(1997)
A t the centre o f the web
(1991)
Evaluation ofthe pilot co-principalship at Henry Hudson school (Research report
(2001)
Rural school principalship: Alarming turnover patterns are emerging
(2002)
T h e appointment of school principals. Wellington: Author. Election comment: Party rundown
Neill are Senior Lecturers in the Department of Social and Policy Studies in Education
(1998)
ERO’s ‘capable teacher’
(1999)
Another day for tomorrow’s schools
Principal recruitment 'crisis
(1998)
Principal appointments 2997: Report for the N e w Zealand Principals
(2001)
Report of the School Stafing Review Group
(2001)
Sharing school leadership: Narratives of discourse and power. Unpublished doctoral dissertation
R. Sawa, Edward Fiske, Helen Ladd (2000)
When Schools Compete: A Cautionary Tale
C. Wylie (1999)
Ten Years On: How Schools View Educational Reform.
G. Collins (2002)
Principal development in New Zealand: current issues and initiatives
G. Grace (1995)
School Leadership: Beyond Education Management
(2002)
EEO in schools: Case studies of best practice. Wellington: Ministry of Education
Marian Court (1993)
1893-1993: How Far Have We Come in Women's Employment in Education?The New Zealand Annual Review of Education
(2002)
Alternatives to the lone(1y) principal
(1996)
Professional leadership in primary schools
(2002)
Training the leaders
(2003)
A study of board of trustee appointment practices
Since 1989 in New Zealand, the work of the primary school principal has been transformed in official policy texts from that of leading professional to chief executive officer. Surveys document the changing nature of the role and the workload and other pressures that have resulted, particularly for principals with teaching responsibilities in smaller schools. There is a generally accepted crisis of preparation, recruitment, development and retention. Below the surface, however, are deeper-seated, structural difficulties: women comprise the majority of teachers, yet are a minority of principals and their career advancement is largely limited to small schools and those in poorer socioeconomic areas. This article reviews the situation and examines the reasons why dominant images of the primary school principalship may be both partial and counterproductive.
Australian Journal of Education – SAGE
Published: Aug 1, 2003
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.