School principal preparation in Europe

This article centres on Cypriot, English, Greek and Swedish selection and training of principals. This was part of a 2001-2003 European Union (EU) funded study which created a distance learning CD ROM for principals. We analysed and compared national education systems and principals’ selection and training using documents, focus groups, principals’ interviews and an international seminar. The most centralised systems of Greece and Cyprus had less principal preparation, and more government involvement in principal selection, than the less centralised Sweden and England. The extent of training was perceived to matter less in successful principalship than selecting the right people although it was felt that even a good leader can be improved through training and principals were concerned about their lack of formal training

From a collegially elected council to a director: the evolution of Portuguese school management

School management in Portugal has been a singular case in the European context for over 30 years. A recent legislation implied great changes in the collegial nature of educational management in Portugal. These changes brought Portuguese school management closer to other European countries’ models, especially because the collegial and elected nature of management was lost. In order to understand this context, we shall present a brief history of the Portuguese school management in the last 35 years and the changes it has suffered in attempts from several governments to move towards international policies and trends in educational management

Moving the school forward: problems reported by novice and experienced principals during a succession process in Chile

This article identifies the main problems experienced by two groups of Chilean school principals in a succession process. Problems reported by novice public school principals (n=94) were compared to those reported by their more experienced peers (n=120). Data were gathered through an online survey and eight in-depth interviews. Findings showed that groups did not differ in their overall pattern of responses when problems were categorised at the system level (45%), interactions with people (33%), at the school and territory levels (15%), and within themselves (7%). Differences were observed when comparing the extent to which each group reported problems managing up (interactions with the municipal department of education and Ministry of Education) and managing down (initiating changes in the school's culture and structures). For novice principals, managing up was more challenging and for experienced principals managing down was more pressing. The high frequency and types of problems reported at the system level indicate the need to align policy reforms addressing leadership practices at intermediate and school levels. The findings also suggest guidelines for the professional development programs that extend beyond normative practices for effective school leadership, by also responding to country specific social and organisational structures