The principal's career stage: an absent element in leadership perspectives

Abstract

This article revisits the major perspectives of educational leadership, and challenges their assumptions from the standpoint of the career stage approach, that postulates that individuals progress through a series of stages, each of which is characterised by a relatively unique set of issues, themes, or tasks. The author claims the need to consider the principal's career stage in theoretical perspectives of educational leadership, on the grounds that the assumptions underlying different leadership styles are more likely to be appropriate for a principal's particular career stage, rather than for any career stage. Principals should be expected in theory to adopt a leadership style which is more compatible with the unique features and context of a certain career stage, and to refrain from employing a leadership style that is in contrast with those features and context.

Notes

Izhar Oplatka is a lecturer in the Department of Education, Division of Educational Administration, at Ben Gurion University of the Negev, Israel. His current research interests include career development of teachers and headteachers, parental choice, educational marketing and women in headship. He can be contacted at the Ben Gurion University of the Negev, Department of Education, P.O. box 653, Beer Sheva, 84105, Israel (e‐mail: [email protected]).

Additional information

Notes on contributors

IZHAR OPLATKA

Izhar Oplatka is a lecturer in the Department of Education, Division of Educational Administration, at Ben Gurion University of the Negev, Israel. His current research interests include career development of teachers and headteachers, parental choice, educational marketing and women in headship. He can be contacted at the Ben Gurion University of the Negev, Department of Education, P.O. box 653, Beer Sheva, 84105, Israel (e‐mail: [email protected]).