Moves to Restructure the Work of Principals,of Teaching,and Human Resource Management

Abstract

This paper argues that efforts to reform and to restructure education systems in Australia, and indeed many school systems throughout the Western world, are not only changing the nature of principals’ work, but in turn are changing the nature of teaching. In particular, the changes require principals to have a sound knowledge-base in the area of human resource management (HRM). Based on research into system expectations concerning principals’ work, the paper examines the implications this has for principals and the knowledge they now need to be successful human resource managers. The paper provides an account of current Department of Education policies intended to change public schools throughout Queensland (Australia). These policies are then linked to micro-reform and restructuring at local and regional levels through the idea of competence related to functions of HRM. Specific reference is made to restructuring strategies for changing the configuration of school staffing, job redesign for teacher aides, and the creation of cluster schools. Resistances to these initiatives are noted. The key political features of delegation, managerialism, reduced public sector expenditure, and school-industry links are discussed in the context of these initiatives. The practical implications for the work of principals are raised briefly in the conclusion. In addition, attention is given to the need for educators to investigate further the knowledge and skills that professional development programs might offer principals concerning human resource management so as to give them some power to respond effectively to these changing circumstances.