Faculty of Education - Theses

Permanent URI for this collection

http://hdl.handle.net/11343/162

Filters

1996 1
1
Reset filters

Settings
Statistics
Citations
Author: Humfrey, David × End date: 1998 × Start date: 1995 × Subject: Victoria × Subject: education ×

Search Results

Now showing 1 - 1 of 1
  • Item
    Thumbnail Image
    Reporting on school performance in Victoria, an international perspective and implications for school leadership
    Humfrey, David ( 1996)
    Social, economic, cultural and political trends can change in nature and importance over time and influence government schools systems. The degree of precision and the style with which the Chief Executive Officer (CEO) of a government school system monitors school performance varies over time and can be inconsistent with that which has been used by his predecessor. The government school systems of England and Victoria are examples of school systems that appear to have experienced similar stages of development and have shared similar social, economic, cultural and political trends. These changes have produced inconsistencies for schools in those systems over time. Employees within government school systems are required to respond quickly to changes in their roles and responsibilities. Field officers who work with schools on behalf of the CEO can become a liability to the school system as ambivalence towards their role develops in schools and as technology for reporting on financial matters as well as student achievement and other aspects of school performance improves. The feelings of those employed within a school system can be a major barrier to their coping with inconsistencies brought about by change. One view is that adaptation to this inconsistency can be assisted by having access to incentives to adjust to change or by having an understanding of one's own inconsistencies. Government school system organisation as well as leaders can influence the behaviour of teachers and students and therefore, arguably, influence school performance and how it is reported. Possible changes in the cognitive activity of principals and teachers that might be influenced by feelings and associated with ambivalence, can also be connected with the concepts of transactional and transformational leadership and school system organisation. It appears that, ultimately, the continued existence of government school systems might well depend upon the extent that schools within those systems accept the authority of the CEO.