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How Successful Secondary School Principals in England Respond to Policy Reforms: The Influence of Biography

Day, C; Gu, Q; (2018) How Successful Secondary School Principals in England Respond to Policy Reforms: The Influence of Biography. Leadership and Policy in Schools , 17 (3) pp. 332-344. 10.1080/15700763.2018.1496339.

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Abstract

This article examines how values embedded in the biographies of principals of successful schools influence their responses to systemic policy reforms. Drawing on examples from two secondary principals with similarly strong moral purposes but contrasting value positions, the research found that, despite differences in the cultures, practices, and students’ learning experiences in their schools, they directed and shaped—in remarkably similar ways—how and to what extent external policies were incorporated in preferred, values-led cultures and practices; and that leadership and school-improvement realities in their schools were different from those portrayed in “policy enactment” research in so-called “ordinary” schools.

Type: Article
Title: How Successful Secondary School Principals in England Respond to Policy Reforms: The Influence of Biography
DOI: 10.1080/15700763.2018.1496339
Publisher version: https://doi.org/10.1080/15700763.2018.1496339
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Leadership biographies; leadership values; policy enactment; principal leadership
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10068632
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