Corporate Managerialism, Intensification and the Rural Primary Principal
DOI:
https://doi.org/10.47381/aijre.v5i2.397Abstract
Educational innovations often have unanticipated effects which may impact on those disadvantaged by factors such as geographical location, social class, gender and ethnicity. Corporate modes of management have been recently imported into NSW schools. This paper uses case study data to show that while there are some grounds for optimism, corporate managerialism's downside is that it is likely to significantly intensify the work of principals and teachers alike. Moreover, the data further show that making corporate managerialism work well in small, rural, disadvantaged schools places additional distinctive pressures and demands on teaching principals. It will be argued that these demands are sufficiently intense as to hasten turnover of principals in small disadvantaged schools. The provision of additional resources is proposed as an essential means of alleviating this problem.
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Copyright (c) 2023 Elisabeth Hatton
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