Description
This book presents insights into the experiences and perspectives of educators in formal positions of leadership involved in decision-making processes in an education system.
Drawing on qualitative research conducted in the New Brunswick education system, the author identifies factors in the decision-making process which influence whether or not a decision is implemented. Probing what is required for effective decision-making, defined as decision-making that results in implementation, the book examines not only the role of formal educational leaders of schools (administrators) but also the roles played by district and department of education formal leaders. It uses five central themes that surfaced from research to develop a novel leadership model for ensuring implantation of decisions. These include knowledge and skill; collaboration and communication; balance of autonomy, accountability, and direction; political and bureaucratic considerations; and strong moral imperative. The newfound model is presented in the form of antecedent steps to the decision-making process.
Extending the literature by offering new, empirically grounded insights for influencing the likelihood of implementation following a decision-making process, it will appeal to leaders, scholars, and students of educational leadership and reform.
Table of Contents
Introduction 1. Knowledge and Skill 2. Collaboration and Communication 3. Balance of Autonomy, Accountability, and Direction 4. Political and Bureaucratic Considerations 5. Strong Moral Imperative 6. Implications for Practice – A Newfound Model Conclusion
