Abstract
ABSTRACT The extent to which primary headteachers have become 'chief executives' as a consequence of the introduction of 'market forces' to schooling is investigated through action research techniques. The head as manager is contrasted with a more holistic view as the leading professional whose authority has been perceived chiefly in terms of intellectual, moral and management values. The research suggests that in coping with the pressures of managing current reforms, heads are vulnerable to adopting a form of leadership where they feel forced to deal with the immediacy of management problems at the expense of more highly regarded professional knowledge and values needed to secure the quality of school life and its academic standards.
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