Abstract
How are headteachers in England and Wales behaving in the face of major changes in the political and social context in which they are compelled to operate? Innovation without consultation deluges schools with developments concerning, for example, initial teacher training, alterations in the Key Stages, the Grant Maintained issue, OFSTED, inter alia. The examples in this article demonstrate that headteachers are, in the same way as managers outside education, meeting challenges by adopting radically new approaches to leadership and to organisational design, which could enhance staff performance and productivity as it is claimed they have done in commercial organisations. Will these new leadership patterns help in the current competitiveness in education or will there be a return to 'macho' management? What do you think?
Get full access to this article
View all access options for this article.