Negotiating Incomplete Autonomy: Portraits from Three School Principals
نویسندگان
چکیده
Purpose: This study builds on research scrutinizing school autonomy in policy and governance by shifting the focus from a formal structural view of to examining how principals negotiate their daily work. Drawing multiple dimensions street-level bureaucracy, this examined principals, as both professionals bureaucrats, work expand strategize practice. Research Methods/Approach: We used portraiture document interpret experience perspectives three at urban, suburban, rural PK-12 traditional public schools Midwest US during 2018–2019 year. Findings: Principals faced “bounded” or “partial” which they had constantly individual (e.g., spent time any given day) with institutional demands role via external expectations). The findings show ways participants utilized support dealt boundaries autonomy. While these strategies gave them bit more “control” over decision-making, also often resulted overwork and/or conflict district priorities. Implications for Practice: Detailed portraits offer key insights rethinking intersected leadership Findings yield knowledge regarding best districts leaders creating greater alignment between demands, thus increasing likelihood that autonomy, an improvement strategy, can be effective.
منابع مشابه
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ژورنال
عنوان ژورنال: Educational Administration Quarterly
سال: 2022
ISSN: ['0013-161X', '1552-3519']
DOI: https://doi.org/10.1177/0013161x221080374