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Will self-management produce real leadership?

Tuesday, October 02, 2012

The Education Minister, John Paul Langbroek, recently announced the 26 schools which will pilot the Queensland Independent Public Schools program.  These schools, “are to have the freedom to directly recruit teachers and to build a team that is able to deliver innovative educational practices, as well as having more autonomy to manage infrastructure and financial resources”.

The issue with this policy is that while the rhetoric supports autonomy, the amount of independence and self-management is limited. Indeed, financial support to help this process is only $50,000 start up and $50,000 annually per school. No doubt there are also expectations on the part of the state government that these autonomous schools will show efficiencies and improvements on various measures.

Autonomy and self-management are positive ideas and if genuinely implemented could give principals and their leadership teams greater ability to respond to the educational needs of their students. However, there can be a problem if they are simply being given more of the responsibility but not much more power or resources.

Self-management does not mean that the principal can do what he or she likes. Principals will have to work with a school council which will be made up of community members, school parents and nominated representatives.

All of this focuses on the role of the principal as a manager when perhaps a more important role is the principal as an educational leader who can ensure that programs in his or her school are really meeting the needs of their students in terms of their academic, physical and even more important their character development.

It is to be hoped that principals will be given sufficient and appropriate training so that they can meet the very challenging requirements of being a self-managing leader.

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