Abstract
This article examines how novice principals think about and understand their new leadership role, exploring the ways in which their understanding enables or constrains taking a distributed perspective to school leadership. The article analyses the work of the school principal through the eyes of the novice principal, identifying aspects of their emerging sense of the job that appear to enable and constrain them taking a distributed approach to leadership. The analysis shows that a novice school principal's work involves certain tensions, which are not only a function of the individual choices of those who assume the principal position, but also are inherent in the principal's position itself. The article concludes by showing that novice principals experience the nature and intensity of these tensions differently depending on how the school in which novices assume their leadership posts is situated in the institutional sector.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
