Educational Management Administration & Leadership

In what sense are teachers professionals? The 1986 proposals on salary structures reveal contrasting views. Is teaching a hierarchical occupation that needs a bureaucratic structure to ensure discipline and performance', as Baker implies?

The traditional processes of allocating resources in F/HE ('last year plus or minus') are breaking down, and the Audit Commission is pressing for 'value for money'. This article discusses a system which helps colleges make real decisions about resources.

The policy-environment for F/HE is changing significantly - not only 'value for money' but also NCVQ- and demanding that colleges run economically competitive and professionally relevant courses. The case of one Scottish college shows how colleges can respond.

Research into primary school government illustrated that, even in quite radically democratised systems, power continues to be distributed unevenly with lay governors subordinate to professionals - raising implications for the new governing bodies.

A method of applying case study findings to similar situations is explored using worked examples from previous issues of Educational Management and Administration. It can accumulate a data bank which helps decide how to proceed in implementing policy objectives.

A case-study of a conflict in a comprehensive presents problems for the head and his staff and requires management - how to handle, allegations of improper conduct against a teacher assumed to be gay. The analysis draws in wider issues regarding homosexual teachers.