Socialising principals: early career primary school principals in Trinidad and Tobago

Abstract

This paper utilises an interpretivist framework and recent developments in practice theory to examine the conditions which influence practices of socialising into the role of school principal in Trinidad and Tobago. The results indicate that for the 11 early career primary school principals, role socialisation occurs within complex practice landscapes, where the practices of preparing classroom teachers for the principalship materialise within a context of contest. There is conflict between historical antecedents and the expectations and practices of socialising institutions such as the church, the school, the community and the Ministry of Education. This small-scale study has implications for leadership preparation practices and highlights principal socialisation as a challenge of context and history.

Keywords:

• practice landscapes
• practice architectures
• principal socialisation
• Trinidad and Tobago

Acknowledgements

We would like to thank Stephen Kemmis and Jane Wilkinson for their critical feedback.

Notes on contributors

Laurette Stacy Maria Bristol is an Assistant Director at the Research Institute for Professional Practice, Learning and Education (RIPPLE), Charles Sturt University, Australia.

Launcelot Brown is an Associate Professor, Department of Foundations and Leadership, Duquesne University, Pennsylvania, USA.

Talia Esnard is an Assistant Professor at the Center for Education Programs, University of Trinidad and Tobago, Trinidad and Tobago.

Notes

1. It should be noted that very little local policy information is available to substantiate this claim. Evidence has been gathered from practitioners in the field as well as through some related policies in educational development in Trinidad and Tobago. See, for instance Government of Trinidad and Tobago (2007, 2008).

2. We use the verb form of these expressions to emphasise the action, that is the sayings, doings and relatings which compose these projects and practices.

3. The Education Concordat of 1960: assurances for the preservation and character of denominational schools was approved by the Trinidad and Tobago cabinet. This act guarantees all denominational boards the power to: direct and control the management of its schools, exclude texts/apparatus that are not in accordance with its religious teachings and object to the appointment, to its school, of a staff member on moral or religious grounds.