<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Schools in the 21<sup>st</sup> century have grown increasingly complex and government mandates have compounded this complexity as principals have looked beyond their school to embrace stakeholders and authorities who view education from myriad perspectives. This qualitative case study examined the personal perspectives of leaders, reflecting upon their transition from organisational governance change through the formation of a multi-academy trust. Findings revealed that while the creation of a new school system offered school leaders opportunities for interorganisational transfers and promotions, the internal transition experienced was unexpected and often unaddressed. Leaders expressed their difficulty in reconciling their desire to address the needs of the schools and community through consolidation while maintaining their own health as an individual leader. Findings from this study offer lessons in the importance of examining change both within the organisation through a personal lens as well as an external lens.</p>
</abstract>

Schools in the 21st century have grown increasingly complex and government mandates have compounded this complexity as principals have looked beyond their school to embrace stakeholders and authorities who view education from myriad perspectives. This qualitative case study examined the personal perspectives of leaders, reflecting upon their transition from organisational governance change through the formation of a multi-academy trust. Findings revealed that while the creation of a new school system offered school leaders opportunities for interorganisational transfers and promotions, the internal transition experienced was unexpected and often unaddressed. Leaders expressed their difficulty in reconciling their desire to address the needs of the schools and community through consolidation while maintaining their own health as an individual leader. Findings from this study offer lessons in the importance of examining change both within the organisation through a personal lens as well as an external lens.

School leaders in England transition through change: Insider and outsider perspectives

Journal of Educational Leadership, Policy and Practice

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Schools in the 21st century have grown increasingly complex and government mandates have compounded this complexity as principals have looked beyond their...

Code	Description
CEO	Formerly a headteacher of a high performing secondary school
EHTP	Executive headteacher of junior school
HTP	Headteacher of primary school
HTSH	Headteacher of high performing secondary school.
HTHL	Headteacher of low performing secondary school
BTL	Member of Board of Trustees

School leaders in England transition through change: Insider and outsider perspectives

Publié en ligne: 13 avr. 2022

Pages: 40 - 58

DOI: https://doi.org/10.2478/jelpp-2021-0003

Mots clés
Leadership transition, educational leadership, organisational change, internal change, educational administration

© 2021 Margaret Ritchie et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Figure 1

Respondent codes

School leaders in England transition through change: Insider and outsider perspectives

Publié en ligne: 13 avr. 2022

Pages: 40 - 58

DOI: https://doi.org/10.2478/jelpp-2021-0003

Mots clésLeadership transition, educational leadership, organisational change, internal change, educational administration

© 2021 Margaret Ritchie et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Figure 1

Respondent codes

Mots clés
Leadership transition, educational leadership, organisational change, internal change, educational administration