Advertisement

Perceptions of Principal’s Role: Insider Perspectives, Change Over Time

  • Ciaran Sugrue
Chapter
Part of the Studies in Educational Leadership book series (SIEL, volume 20)

Abstract

As indicated in Chap.  1, the life histories of the principals in this study are re-constructed through a series of themes. In this chapter, the themes are parents and resources. These are contextualized against a backdrop of a changing Ireland on the one hand, and changing international discourses around schooling and school leadership on the other. Additionally, through a change over time perspective, the chapter indicates conjunctures and disjunctures in the lives and work of principals; their embrace of and resistance to a changing educational landscape, how they lead and how their leadership is shaped by the local context, national policy and international forces. This is one of two chapters where a strict reliance on cohorts is not followed for the following reasons. First, the voices of the veterans have more to say on the selected themes than more recently appointed principals, with the more recent participants less prominent, while the emphasis on continuity and change throughout is maintained. Second, this approach enables the reader to become acquainted with participants while not being overwhelmed by meeting all 16 at once.

Keywords

Corporal Punishment School Leadership Resource Provider Computer Room Disadvantaged School 
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. Allen, K. (2000). The Celtic tiger the myth of social partnership in Ireland. Manchester: Manchester University Press.Google Scholar
  2. Brunner, C. C. (2000). Principles of power: Women superintendents and the riddle of the heart. Albany: State University of New York Press.Google Scholar
  3. Bryk, A., Sebring, P., Rollow, S., & Eaton, J. (1998). Charting Chicago school reform. Boulder: Westview Press.Google Scholar
  4. Clarke, A. (2010). Transforming children’s spaces children’s and adults’ participation in designing learning environments. London: Routledge.Google Scholar
  5. Cleary, J. (2007). Outrageous fortune capital and culture in modern Ireland (2nd ed.). Dublin: Field Day Publications.Google Scholar
  6. Coles, R. (2000). Lives of moral leadership men and women who have made a difference. New York: Random House.Google Scholar
  7. Coolahan, J. (1981). A history of Irish education. Dublin: IPA.Google Scholar
  8. Cooper, M. (2009). Who really runs Ireland? The story of the elite who led Ireland from bust to boom … and back again. Dublin: Penguin Ireland.Google Scholar
  9. Cooper, M. (2011). How Ireland really went bust. Dublin: Penguin Ireland.Google Scholar
  10. Corcoran, D. (2000). New Wine, Fresh Skins! A study of primary principalship in Irish convent schools 1970–2000. Unpublished MEd St. Patrick’s College, Dublin City University, Dublin.Google Scholar
  11. Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms 1890–1990. London/New York: Teachers College Press.Google Scholar
  12. Cuban, L. (2009). Hugging the middle – How teachers teach in an era of testing and accountability. New York/London: Teachers College Press.Google Scholar
  13. Cuban, L., & Usdan, M. (Eds.). (2002). Powerful reforms with shallow roots: Improving America’s urban schools. New York: Teachers College Press.Google Scholar
  14. Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813–834.CrossRefGoogle Scholar
  15. Darmody, M., Smyth, E., & Doherty, C. (2010). Designing primary schools for the future. Dublin: ESRI.Google Scholar
  16. Day, C., & Gu, Q. (2010). The new lives of teachers. London/New York: Routledge.Google Scholar
  17. Day, C., Sammons, P., Stobart, G., Kingston, A., & Gu, Q. (2007). Teachers matter connecting lives, work and effectiveness. New York: McGraw HIll/Open University Press.Google Scholar
  18. Fullan, M. (1991). The new meaning of educational change. London: Cassell.Google Scholar
  19. Fullan, M. (1993). Change forces. London: Falmer Press.Google Scholar
  20. Furedi, F. (2002). Culture of fear. London/New York: Continuum.Google Scholar
  21. Furedi, F. (2004). Therapy culture cultivating vulnerability in an uncertain age. London/New York: Routledge.Google Scholar
  22. Galton, M., & MacBeath, J. (2007). Teachers under pressure. London: Sage.Google Scholar
  23. Gleeson, J. (2010). Curriculum in context partnership, power and praxis in Ireland. Bern: Peter Lang Ltd.Google Scholar
  24. Goldhaber, D., Gross, B., & Player, D. (2008). Are public schools really loosing their “best” teachers? The career transitions of North Carolina teachers. Paper presented at the annual conference of the American Educational Research Association, New York.Google Scholar
  25. Gronn, P. (2003). The new work of educational leaders changing leadership practice in an era of school reform. London/Thousand Oaks/New Delhi: Paul Chapman Publishing.Google Scholar
  26. Gronn, P. (2011). Risk, trust and leadership. In C. Sugrue & T. Dyrdal Solbrekke (Eds.), Professional responsibility: New horizons of praxis (pp. 89–101). London/New York: Routledge.Google Scholar
  27. Gronn, P., & Lacey, K. (2004). Positioning oneself for leadership: Feelings of vulnerability among aspirant principals. School Leadership and Management, 24(4), 405–424.CrossRefGoogle Scholar
  28. Hess, F. (2003). A license to lead? A new leadership Agenda for America’s schools. Washington, DC: Progressive Policy Institute.Google Scholar
  29. Kelchtermans, G. (2009). Who I am in how I teach is the message. Self-understanding, vulnerability and reflection’. Teachers and Teaching: Theory and Practice, 15, 257–272.CrossRefGoogle Scholar
  30. Kelchtermans, G. (2011). Professional responsibility: Persistent commitment, perpetual vulnerability? In C. Sugrue & T. Dyrdal Solbrekke (Eds.), Professional responsibility: New horizons of praxis. London/New York: Routledge.Google Scholar
  31. Lee, J. J. (1989). IRELAND 1912–1985 politics and society. Cambridge: Cambridge University Press.Google Scholar
  32. Mac Laughlin, J. (Ed.). (1997). Location and dislocation in contemporary Irish society emigration and Irish identities. Cork: Cork University Press.Google Scholar
  33. MacBeath, J., Gronn, P., Opfer, D., Lowden, K., Forde, C., Cowie, M., et al. (2009). The recruitment and retention of headteachers in Scotland (Report to the Scottish Government). Edinburgh: The Scottish Government.Google Scholar
  34. Marshall, S. (1986). Women reach the top spot. School Administrator, 43(10), 10–13.Google Scholar
  35. McCann, C. (2009). Let the great world spin. New York: Random House.Google Scholar
  36. McLaughlin, M. (2008). Beyond ‘Misery Research’ – New opportunities for implementation research, policy and practice. In C. Sugrue (Ed.), The future of educational change: International perspectives (pp. 175–190). London/New York: Routledge.Google Scholar
  37. Ní Bhroin, Ó. (2011). Whither inclusion: Pedagogy, policy and practice? Unpublished Phd thesis, St Patrick’s College, Drumcondra, Dublin.Google Scholar
  38. O’ Brien, M. (2011). Professional responsibility and an ethic of care: Teachers’ care as moral praxis. In C. Sugrue & T. Dyrdal Solbrekke (Eds.), Professional responsibility: New horizons of praxis (pp. 42–56). London/New York: Routledge.Google Scholar
  39. Ó Buachalla, S. (1988). Education policy in twentieth century Ireland. Dublin: Wolfhound Press.Google Scholar
  40. O’Carroll, J. P. (2002). A century of change. In M. P. Corcoran & M. Peillon (Eds.), Ireland unbound. Dublin: IPA.Google Scholar
  41. O’Connor, M. (2010). The development of infant education in Ireland 1838–1949. Epochs and eras. Frankfurt am Main/New York: Peter Lang.Google Scholar
  42. O’Toole, F. (2009). Ship of fools how stupidity and corruption sank the Celtic tiger. London: Faber & Faber.Google Scholar
  43. OECD. (1965). Investment in Education (Report of the Survey Team appointed by the Minister for Education in October, 1962). Dublin: Stationery Office.Google Scholar
  44. OECD. (1991). Reviews of national education policies for education: Ireland. Paris: OECD.Google Scholar
  45. OECD. (2005). Teachers matter attracting, developing and retaining effective teachers. Paris: OECD.CrossRefGoogle Scholar
  46. OECD. (2013). Education at a Glance 2013 OECD indicators. Paris: OECD.Google Scholar
  47. Peillon, M., & Corcoran, M. P. (Eds.). (2004). Place and non-place the reconfiguration of Ireland. Dublin: IPA.Google Scholar
  48. Peillon, M., & Slater, E. (Eds.). (1998). Encounters with modern Ireland a sociological chronicle 1995–1996. Dublin: IPA.Google Scholar
  49. Putnam, R. (2000). Bowling alone: The collapse and revival of American community. New York/London: Simon & Schuster.Google Scholar
  50. Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674.CrossRefGoogle Scholar
  51. Ross, S., & Webb, N. (2010). Wasters. Dublin: Penguin Ireland.Google Scholar
  52. Sarason, S. (1990). The predictable failure of educational reform. San Francisco: Jossey-Bass.Google Scholar
  53. Sarason, S. (1996). REVISITING the culture of the school and the problem of change. New York/London: Teachers College, Columbia University.Google Scholar
  54. Starratt, R. J. (1993). The drama of leadership. London: The Falmer Press.Google Scholar
  55. Starratt, R. J. (2011). Refocusing school leadership foregrounding human development throughout the work of the school. London/New York: Routledge.Google Scholar
  56. Sugrue, C. (1997). Complexities of teaching: Child-centred perspectives. London: Falmer Press.Google Scholar
  57. Sugrue, C. (2006). Three decades of college life, 1973–99: The old order changeth? In J. Kelly (Ed.), St Patrick’s College Drumcondra: A history (pp. 225–265). Dublin: Four Courts Press.Google Scholar
  58. Sugrue, C., & Solbrekke, T. D. (Eds.). (2011). Professional responsibility: New horizons of praxis. London/New York: Routledge.Google Scholar
  59. Troman, G., & Woods, P. (2001). Primary teachers’ stress. London/New York: Routledge/Falmer.Google Scholar
  60. Walsh, T. (2012). Primary education in Ireland 1897–1990. Berlin: Peter Lang.Google Scholar
  61. Wenger, E. (1998). Communities of practice. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  62. Woods, P., Jeffrey, B., Troman, G., & Boyle, M. (1997). Restructuring schools, reconstructing teachers. Buckingham: Open University Press.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  • Ciaran Sugrue
    • 1
  1. 1.School of EducationUniversity College DublinBelfield, DublinIreland

Personalised recommendations