Stages of Headship

Leadership Development for Experienced New Zealand Principals

“…What is appropriate for principals in early career Key 0.700 ≤ r < 0.750 0.750 ≤ r < 0.800 0.800 ≤ r < 0.850 0.850 ≤ r < 0.900 stages is not necessarily relevant for long-serving principals (Weindling, 1999). Previous research has established that experienced principal leadership development programmes need to be individualized and personalized so that they are unique and responsive to the needs of participants (Stroud, 2005).…”

“…Catering for experienced principals is where many of the challenges associated with appropriate and effective leadership and management development are encountered (Cardno and Fitzgerald, 2005;Dempster et al, 2009). Weindling (1999) has suggested stages of transition through headship that confirm the need for particular types of professional development at particular career stages. Catering specifically for development that is appropriate in the later stages of career transition appears to have attracted little research interest compared to the vast literature that exists about the preparation of principals (Brundrett and Crawford, 2008;Bush, 2010).…”

DIRECCIÓN ESCOLAR Y LIDERAZGO: Análisis del desempeño de la figura directiva en centros de educación primaria de Tarragona.

“…En la literatura hay diferentes clasificaciones de las fases por las que pasan los directores a lo largo de su carrera directiva (Parkay & Hall, 1992;Day & Bakioglu, 1996;Weindling, 1999;Armstrong, 2010). Todas las clasificaciones comparten la idea de una evolución en la experiencia directiva: la primera fase se caracteriza por un periodo lleno de incertidumbres y miedos.…”

“…La siguiente clasificación de etapas, la realizada por Weindling (1999), es más extensa y distingue las diferentes fases directivas:…”

Sustainable leadership in small rural schools: Selected Australian vignettes

“…Indeed, we believe this is especially the case during the first few months of appointment. In Weindling's (1999) terms, this is the "entry and encounter" stage of the principalship when principals are developing a cognitive map of the complexities of the situation in which they find themselves, especially the people, the problems and issues, as well as the culture of the school and the community in which it is located. However, although the case studies focused on the novice leader, when a fourth novice principal was not available we included a slightly more experienced principal rather than limiting the sample to three, recognizing that data from this differing situation could offer other insights into small school leadership.…”