Table of Contents
About the Author v
Acknowledgments vii
Dedication ix
Preface xi
List of Figures and Tables xix
Foreword I xxi
Foreword II xxiii
Chapter 1 Introduction 1
Study I and Study II 2
Purpose of this book 4
Significance and usefulness 7
Conceptual framework 11
Summary 15
Chapter 2 The Singapore Education System 17
Evolution of the Singapore education system 18
Historical background 18
Phase one: Survival-driven paradigm (1959-1978) 19
Phase two: Efficiency-driven paradigm (1979-1996) 22
Phase three: Ability-driven paradigm (1997-2011) 25
Phase four: Student-centric, values-driven paradigm (2012-present) 30
Career progression framework 36
On becoming a teacher 36
Accession 38
Incumbency 41
Divestiture 45
Summary 46
Chapter 3 Literature Review 47
Leadership Formation 47
Leadership formation and school leadership 49
Gronn's career model of leadership 50
Four phases of leadership career 53
The contextual continuum 56
The nature of the principal's work 59
Leadership values and leadership styles 64
The challenges of beginning principals 67
Principalship succession and rotation of principals 70
Working with staff and other stakeholders 71
Summary 78
Chapter 4 Research Methodology and Design 79
Research methodology 80
Justification for qualitative research 80
Methodological construct of leadership 85
A case for situated, individual portrayal 88
A multi-actor perspective 89
Researcher as practitioner-investigator 90
Research design 92
Selection of sample 92
Validity and reliability 96
Development of the interview structure 98
Confidentiality 100
Description of sample 100
Analysis of data 102
Summary 104
Chapter 5 The Formative Years 105
Study I What beginning principals say 106
The influence of family 106
The influence of school 111
The influence of friends 115
The impact of religion 117
Study II What retired principals say 121
Summary 124
Chapter 6 Accession: On Becoming a School Principal 125
Study I What beginning principals say 126
The influence of peers, colleagues, and supervisors 126
The decision to be a principal 133
Preparation and training 136
Study II What retired principals say 140
Summary 151
Chapter 7 Incumbency 153
Study I What beginning principals say 154
Headship experiences in government-aided mission schools 154
Headship experiences in high-performing schools 157
Headship experiences in newly-established schools 159
Headship experiences in established neighbourhood schools 163
Study II What retired principals say 169
(a) Values, beliefs, philosophy and school leadership 170
(i) Student-centricity, character education, and academic achievements 170
(ii) Working with teachers and other stakeholders 176
(b) The joys of school leadership 180
(i) Achievement of school goals 181
(ii) Quality relationships with students 183
(iii) Quality relationships with staff 185
(c) Challenges/pains of school leadership 187
(i) Relating with parents 187
(ii) Managing teachers 189
(iii) Students at risk 190
(iv) Working with superiors 191
(v) Managing change 192
(vi) Rotation/succession/divestiture 196
Summary 197
Chapter 8 Divestiture 199
Divestiture and retirement in the Singapore context 200
Divestiture: What retired principals say 202
More time for family and friends 211
Staying in touch and contributions to education 212
Freedom of choice 213
Mental stimulation and social interaction 214
Learning a new skill 215
Reflections on the Singapore education system 216
(i) Issues of accountability 217
(ii) Student-centricity 225
(iii) The changing roles of principals 230
Summary 233
Chapter 9 Discussion 235
Phases of principalship formation 237
Formation 238
Accession 241
Incumbency 243
Divestiture 257
Summary 262
Chapter 10 Conclusion 263
Appendix A Interview Structure for Study I 273
The Making of Principals in Singapore 273
A.1 Formative influences 273
A.2 Preparedness for principalship 273
A.3 Relationship experiences 274
A.4 Support for beginning principals 274
A.5 Recommendations and advice 274
Appendix B Interview Structure for Study II 275
The Making of School Leaders 275
B.1 Formative years 275
B.2 Accession (Moving up the leadership track) 275
B.3 Incumbency 275
B.4 Systemic Changes 276
B.5 Divestiture (Post-retirement) 276
Appendix C Description of Sample for Study I - Twelve First-Year Principals (As of December 2001) 277
Appendix D Description of Sample for Study II - Nine Retired Principals (As of May 2014) 280
Bibliography 283
