Clarifying leadership: The role of the school principal as an educational leader

Abstract

This thesis examines the role of primary school principals as they undertake their role as educational leaders. Part One summarises theories about leadership and places principals' educational leadership in context. Leadership is defined as a social process whereby principals blend biography and context to reconcile positivist, systemic requirements and recommendations with appropriate localised, and individualised, expectations and aspirations. Part Two outlines an ethnographic methodology that justifies a process to gather and analyse data on the work of three principal subjects. This material is presented in cameo form and supported by questionnaire data from a further group of principal colleagues. Principals' leadership is identified as the interpretation of expectations and resources that results in particular actions. This interpretation is sourced in both context and personal biography. Part Three consists of data analysis and findings. The influence and interplay of context and personal biography are outlined. Conclusions are drawn as to the differences between leadership and management practices, and specific leadership activities performed by principals are identified. This leads to a clarification of leadership as a process of control (as opposed to power) that defines, rather than accommodates, the rules of realisation as to appropriate action. Recommendations are made regarding further study into the issues of personal identity, leadership style and the urgent need for principal pre-service and in-service professional development.