Transformation of roles and responsibilities of principals in times of change

Schools in Abu Dhabi are going through transformation and reform. The New School Model (2010) introduced changes to the curriculum and teaching and learning methodologies. In line with these changes, recently introduced ‘Principal Professional Standards’ and ‘Performance Evaluation’ documents have c...

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Bibliographic Details
Published in:Educational management, administration & leadership administration & leadership, 2016-03, Vol.44 (2), p.224-246
Main Authors: Stringer, Patricia, Hourani, Rida Blaik
Format: Article
Language:English
Subjects:
Administrator Evaluation
Administrator Responsibility
Administrator Role
Barriers
Coding
Education reform
Educational Change
Elementary Schools
Foreign Countries
Learning
Partnerships in Education
Performance Based Assessment
Principals
Private Schools
Professional Development
Professional standards
Public Schools
School principals
Semi Structured Interviews
Teaching methods
United Arab Emirates (Abu Dhabi)
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Summary:Schools in Abu Dhabi are going through transformation and reform. The New School Model (2010) introduced changes to the curriculum and teaching and learning methodologies. In line with these changes, recently introduced ‘Principal Professional Standards’ and ‘Performance Evaluation’ documents have conceptualized new roles and responsibilities allocated to principals. To enhance the capacity of principals to lead and implement change, the Abu Dhabi Education Council (ADEC) has provided professional development. Within the context of professional development received and in lieu of school changes and reform, this paper focuses on roles and responsibilities of principals and challenges faced as far as implementing them. Semi-structured interviews with 16 principals formed the main source of data collection and analysis. The findings presented examine anticipated roles and responsibilities and challenges faced implementing them as contextualized within the framework of the professional standards and performance evaluation documents.
ISSN:1741-1432
1741-1440
DOI:10.1177/1741143214549971