Epilogue

Contextualizing Principal Succession: Reflections on Principal Succession and Rotation in Western Countries
Chapter
Part of the Studies in Educational Leadership book series (SIEL, volume 13)

Abstract

I am an outsider in some sense and an insider in a different sense as I do not live in Canada and I am not profoundly familiar with its culture, history, geography and economy. Yet, I share some theoretical background and academic knowledge with many of the Canadian scholars who contributed to this volume. Thus, even though educational administration as a field of study is contextualized, some of our knowledge is universal while some other is local and culturally embedded.

Keywords

Succession Process Succession Policy District Official Career Stage Educational Administration 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Abu Rabia-Quader, S., & Oplatka, I. (2008). The power of femininity: Exploring the gender and ethnic experiences of Muslim women who accessed supervisory role in a Bedouin society. Journal of Educational Administration, 46(3), 396–415.CrossRefGoogle Scholar
  2. Bjork, C. (2004). Decentralisation in education, institutional culture and teacher autonomy in Indonesia. International Review of Education, 50(34), 245–262.CrossRefGoogle Scholar
  3. Blackmore, J. (1999). Troubling women: Feminism, leadership and educational change. Buckingham: Open University Press.Google Scholar
  4. Coleman, M. (1996). The management style of female headteachers. Educational Management and Administration, 24(2), 163–174.CrossRefGoogle Scholar
  5. Crow, G. M. (2006). Complexity and the beginning principal in the United States: Perspectives on socialization. Journal of Educational Administration, 44(4), 310–325.CrossRefGoogle Scholar
  6. Daresh, J., & Male, T. (2000). Crossing the border in leadership: Experiences of newly appointed British headteachers and American principals. Educational Management and Administration, 28(1), 89–101.CrossRefGoogle Scholar
  7. Day, C., & Bakioglu, A. (1996). Development and disenchantment in the professional lives of headteachers. In I. Goodson & A. Hargreaves (Eds.), Teachers’ professional lives (pp. 123–139). London: Falmer Press.Google Scholar
  8. Fennell, H. A. (1997). A passion for excellence: Feminine facets of leadership. Paper presented at the annual meeting of the AERA, Chicago.Google Scholar
  9. Gray, H. L. (1993). Gender considerations in school management: Masculine and feminine leadership styles. In C. Riches & C. Morgan (Eds.), Human resources management in education (pp. 38–47). Buckingham: Open University Press.Google Scholar
  10. Greenhaus, J. H., & Callanan, G. A. (1994). Career management. New York: Dryden Press.Google Scholar
  11. Hall, D. T. (2002). Career in and out of organizations. Thousand Oaks: Sage.Google Scholar
  12. Huberman, M. (1993). The lives of teachers. London: Cassell.Google Scholar
  13. Oplatka, I. (2001). Self-renewal and inter-organizational transition among women principals. Journal of Career Development, 28(1), 59–75.CrossRefGoogle Scholar
  14. Oplatka, I. (2004a). The principalship in developing countries: Context, characteristics and reality. Comparative Education, 40(3), 427–448.CrossRefGoogle Scholar
  15. Oplatka, I. (2004b). The principal’s career stage: An absent element in leadership perspectives. International Journal of Leadership in Education, 7(1), 43–55.CrossRefGoogle Scholar
  16. Oplatka, I. (2004c). The arrival of a new woman principal and teachers’ self-renewal: Reflections from life stories of mid-career teachers. Planning and Changing, 35(1/2), 55–68.Google Scholar
  17. Oplatka, I. (2007). The context and profile of teachers in developing countries in the last decade: A revealing discussion for further investigations. International Journal of Educational Management, 21(6), 476–490.CrossRefGoogle Scholar
  18. Oplatka, I., & Hertz-Lazarowitz, R. (2006). Women principals in a multicultural society: New insights into feminist educational leadership. Rotterdam: Sense Publishing.Google Scholar
  19. Oplatka, I., Bargal, D., & Inbar, D. (2001). The process of self-renewal among women headteachers in mid-career. Journal of Educational Administration, 39(1), 77–94.CrossRefGoogle Scholar
  20. Ribbins, P. (1999). Understanding leadership: Developing headteachers. In T. Bush, L. Bell, R. Bolam, R. Glatter, & P. Ribbins (Eds.), Educational management: Redefining theory, policy, practice (pp. 77–89). London: Paul Chapman.Google Scholar
  21. Shakeshaft, C. (1989). Women in educational administration. Newbury Park: Sage.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.School of EducationTel Aviv UniversityTel AvivIsrael

Personalised recommendations