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Principals’ support for teachers’ working conditions in devolved school setting: Insights from two Australian States
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2018 (English)In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440Article in journal (Refereed) Epub ahead of print
Abstract [en]

Shifts in schooling policy have had substantial impact upon the role of principals as well as the relationship that principals have with their teaching staff. In this paper we report on the initiatives 30 principals in a diverse range of devolved Australian government schools adopt to shape and support the local, school-level working conditions of teachers. Surprisingly, principals were commonly unable to articulate – or even respond to – this matter. More commonly principals reported being oriented to lifting capability through a focus on student outcomes, a focus that is consistent with much of the devolution and autonomy rhetoric. Of those who could respond regarding working conditions, dispositions of paternalistic ‘care’, basic distributive actions or even a lack of influence or control were reported, and clear spatial and social dimensions accompanied these patterns. Given that devolution has recently created new responsibilities for principals in Australian government schools, including in relation to staff, this finding is understandable but none the less holds substantial implications and raises questions about the managerial capacity needed for schools to be sustainable, positive workplaces.

Place, publisher, year, edition, pages
Sage Publications, 2018.
Keywords [en]
Principals, devolution, autonomy, work, working conditions
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Human Work Sciences
Identifiers
URN: urn:nbn:se:ltu:diva-68212DOI: 10.1177/1741143217745879OAI: oai:DiVA.org:ltu-68212DiVA, id: diva2:1195614
Available from: 2018-04-06 Created: 2018-04-06 Last updated: 2018-04-06

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Parding, Karolina
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  • apa
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