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Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Folly Beach Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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Phone: (843) 722-7550
Baxter-Patrick James Island
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Phone: (843) 795-6679
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
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Phone: (843) 805-6892
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Phone: (843) 805-6909
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Leadership and institutional change in the public sector: The case of secondary schools in England
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- Author(s): Currie, Graeme ; Lockett, Andy1; Suhomlinova, Olga1
- Source:
Leadership Quarterly. Oct2009, Vol. 20 Issue 5, p664-679. 16p.- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: Abstract: Leadership should be viewed as being embedded in a societal context and influenced by (as well as influencing) the institutional environment of organizations. Extant research on leadership, however, has largely neglected the effect of the institutional environment. To redress this imbalance we examine leadership in the context of institutional change in secondary school education in England. Specifically, we examine the co-existence of an emerging, government-prescribed, results-oriented approach to leadership (the new institution) with a more traditional professional value-based approach (the old institution). Our methodological approach utilized both quantitative and qualitative methods. The quantitative analysis suggests that there are no significant performance differences between the two leadership approaches. Furthermore, school context does not appear to influence the leadership style employed. The qualitative analysis enabled us to better interpret these findings and to examine the enactment of leadership. The analysis suggests that although the new regulatory environment has fostered the development of the results-oriented leadership, it has not fully replaced professional value-based leadership. Rather, we found pockets of resistance to the policy-prescribed approach precisely in those areas that were targeted by the policy, namely, in schools with high percentage of socially deprived students. We conclude that a complex relationship exists between leadership and its institutional context. [Copyright &y& Elsevier]
- Abstract: Copyright of Leadership Quarterly is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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