Affiliation:
1. Pädagogische Hochschule Bern
2. University of Teacher Education, Fribourg
Abstract
Distributed leadership is propagated internationally as an effective means to improve teach-ing and learning in schools. Increasingly it is acknowledged that practices of distributed leadership depend on its context, not only on the school level but also on the larger govern-ing conditions. This article discusses how distributed leadership is put into practice within a “loose” governing regime with low-stakes accountability. The example is taken from Switzerland, where the strengthening of leadership is one of the core instruments of New Public Management reforms, while high-stakes accountability instruments have not been implemented. By taking a governmentality perspective, the article analyses the (self-)governing practices that distributed leadership generates between headteachers and teach-ers in a primary school. It argues that a “loose” accountability regime produces an opaque field of power relations, in which the self-governing imperative of distributive leadership conflicts with claims of traditional teacher autonomy.
Publisher
Egitim Yoneticileri ve Egitim Denetcileri Dernegi
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献