The Traditional Independent School Principal: Innovator or Inhibitor?

Abstract

Principals of traditional independent schools are invariably allocated by their governing bodies all duties and powers regarding discipline, programmes of study, selection and management of staff, and school activities generally. They are thus in a powerful position within their schools to facilitate effective and efficient responses to legitimate pressures for change, and to recognise and reject meretricious pressures for change. It seems reasonable to suggest that their willingness to accept this role will depend, in large part, on the particular educational values that they hold. The findings of a study which investigated the level of educational progressivism held by the principals of Queensland′s traditional independent schools are reported. These suggest that such principals are neither protagonists nor antagonists of educational change, although they strongly support the retention of traditional educational referents.