Skip to main content
SpringerLink
Log in

Professional Development for Leaders and Managers of Self-Governing Schools

  • Book
  • © 2006

Overview

Editors:
  1. David T. Gamage

    1. The University of Newcastle, Callaghan

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Guides, educates and trains aspiring and practicing educational/school leaders from around the world
  • The cutting edge response to the widely acknowledged need for further professional development in school leadership

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 129.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (14 chapters)

  1. Front Matter

    Pages I-XVI
    Download chapter PDF

  4. Back Matter

    Pages 271-306
    Download chapter PDF
Back to top

Keywords

About this book

Current Context Currently, self-governing schools (SGS) or school-based/site-based management (SBM) or local management of schools (LMS) identifies the individual school as the primary unit of improvement. It relies on the redistribution of decision-making authority to stimulate and sustain impro- ments in a school. For this purpose, varying degrees of formal authority to make decisions in the domains of school’s mission, goals, priorities, and school policies relating to financial, material and human resources are not simply delegated but transferred by legislation to a representative governing body called the school council or board. Accordingly, it is the position of the principal or the head-teacher, previously at the apex of the hierarchical str- ture of the school which undergoes the most radical reform. Under the new concept, authority is shifted to the corporate body that is to the council or board while the principal becomes an ex-officio member of that body and the chief executive officer (CEO) of the school. Traditionally and legally, the principal or the head-teacher was vested with the full authority for the total management of the school. But, in terms of SGS or SBM, the principal becomes a partner with the representatives of other relevant stakeholders in a democratic structure. When the bureaucratic model of a school gets modified with the school governing body occupying the apex of the school hierarchy, it becomes the key power centre with legal authority.

Editors and Affiliations

  • The University of Newcastle, Callaghan

    David T. Gamage

Bibliographic Information

  • Book Title: Professional Development for Leaders and Managers of Self-Governing Schools

  • Editors: David T. Gamage

  • DOI: https://doi.org/10.1007/1-4020-4929-3

  • Publisher: Springer Dordrecht

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media B.V. 2006

  • Hardcover ISBN: 978-1-4020-4928-6Published: 10 August 2006

  • Softcover ISBN: 978-90-481-7229-0Published: 10 November 2010

  • eBook ISBN: 978-1-4020-4929-3Published: 05 August 2006

  • Edition Number: 1

  • Number of Pages: XVI, 306

  • Topics: Administration, Organization and Leadership, Management

Publish with us

Policies and ethics

Back to top

Search

Navigation