A Survey of Existing School Leadership Preparation and Development Programs

Wallace, Janice; Foster, Rosemary; Costa, José da

doi:10.1007/978-1-4020-6022-9_10

Cited by 3 publications

(4 citation statements)

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“…Alberta and British Columbia are provinces that are actively working towards the development of principal certification processes, although they do not presently have any requirements in this area. Although eight provinces and one territory do not require principal certification as a condition of employment, consistently, school boards across the country give preference to candidates with graduate degrees and often seek promises of those not possessing advanced degrees that they will work towards earning them (Wallace et al , 2007).…”

Section: Notesmentioning

confidence: 99%

“…In addition to a review of the interviews from this study, I am also drawing on anecdotal evidence from 12 years of teaching graduate courses in educational administration in these same three provinces[1] as well as a joint project that looked at the dominant theoretical approaches to administration in principal preparation programmes and certification across Canada (Wallace et al, 2007).…”

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confidence: 99%

“…Not surprisingly, much of the language gathered in open‐ended interviews referenced the emotional nature of the changes principals were experiencing, therefore, while my original intent for the research did not include exploring the emotional terrain of changing administrative contexts, the transcripts provide a rich text for doing so. In addition to a review of the interviews from this study, I am also drawing on anecdotal evidence from 12 years of teaching graduate courses in educational administration in these same three provinces[1] as well as a joint project that looked at the dominant theoretical approaches to administration in principal preparation programmes and certification across Canada (Wallace et al , 2007).…”

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confidence: 99%

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Facing “reality”: including the emotional in school leadership programmes

Wallace

2010

Journal of Educational Administration

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to argue that emotions characterise organisations and, therefore, emotional labour and performance is central to the work of school administration. Thus, the study of emotions needs careful attention in educational administration programmes. The author also considers whether school leadership preparation programmes in Canada and elsewhere provide theoretical knowledge to support this. Finally, the author posits three theoretical perspectives on emotion in administrative work and organisational settings, including education, that might be included in school leadership courses to better support principals in the emotional work that is core to their effectiveness. Design/methodology/approach -The author draws on two research studies to inform the analysis offered: one on the effects of restructuring on the work of school administrators and the other a consideration of principal preparation programmes in Canada. Both employ qualitative methods, including document searches. A broad literature review in relation to the research focus is also offered. Findings -The paper finds that principals talk a great deal about the emotional aspects of their work yet there is no explicit exploration of theories of emotion in principal preparation programmes. The author provides brief examples of the efficacy of psychoanalytic, socio-cultural, and feminist post-structural analysis of emotional labour as useful for emotional praxis in administrative work. Originality/value -The analysis offered will be useful in reviewing principal preparation programmes with regard to their effectiveness in addressing central concerns of emotional praxis in the work of school administrators.

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Facing “reality”: including the emotional in school leadership programmes

Wallace

2010

Journal of Educational Administration

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“…Moreover, a number of studies investigate and compare leadership development programmes, for example regarding practices and approaches (e.g., Huber & West, 2002), theoretical perspectives (e.g., Wallace, Foster & da Costa, 2007) and curriculum (e.g., Bush, 2008). Although the studies mentioned above indicate that there is some evidence of convergence, leadership development programmes nevertheless differ along several dimensions, such as the level of government control, what the contents are, the methods used and the provision of learning opportunities, and their attention to international perspectives (Crow et al, 2008;Huber & West, 2002).…”

Section: Introductionmentioning

confidence: 99%