SINGAPORE SCHOOL PRINCIPALS: LEADERSHIP STORIES: Leadership Stories

by Zoe Suan Loy Boon

Overview

This book is undertaken by the author who has personally walked the journey of a classroom teacher, middle leader and school principal in the Singapore education system. It is a culmination of two research projects undertaken in two phases — the first is derived from the PhD Thesis entitled The Making of School Principals in Singapore and the second is based on interviews with school principals who have retired from the Singapore education system. Both research projects provide invaluable input to describe the four career phases of school leadership, that is, formation, accession, incumbency, and divestiture. This research describes how the formative years of a school principal have tremendous impact on who the principal is, and how the values and beliefs of an aspiring/potential school leader serve to guide him/her in taking on the principalship post.This well-structured book is both exploratory and descriptive. It provides the necessary background for anyone interested in understanding school leadership as a career. More specifically, it will be of value to educators and stakeholders interested in understanding the nature of school leadership in the Singapore education system.

Product Details

ISBN-13:	9789813220270
Publisher:	World Scientific Publishing Company, Incorporated
Publication date:	04/09/2018
Sold by:	Barnes & Noble
Format:	eBook
Pages:	328
File size:	3 MB

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