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|Title:||Is Co-Principalship a Panacea for Burn-out and Applicant Scarcity?||Contributor(s):||Masters, Yvonne (author)||Publication Date:||2013||Handle Link:||https://hdl.handle.net/1959.11/13372||Fields of Research (FoR) 2008:||130304 Educational Administration, Management and Leadership||Fields of Research (FoR) 2020:||390403 Educational administration, management and leadership||Socio-Economic Objective (SEO) 2008:||930401 Management and Leadership of Schools/Institutions||Socio-Economic Objective (SEO) 2020:||160204 Management, resources and leadership||Abstract:||The traditional model of school principal is of one individual vested with sole authority and accountability. This model has come under increasing scrutiny, particularly over the last two decades. Globally, accounts of both principal attrition and scarcity of principal applicants have become more common, resulting in an examination of alternative models of principalship as solutions to the leadership crisis. In Catholic secondary schools in Victoria, Australia, co-principalship has been proposed as one possible solution. In this paper, the feasibility of co-principalship as a model of school leadership is examined, drawing on a research study into the tensions of principalship and possible reconceptualisations of the role. The paper commences with an overview of the current educational milieu, reports on the views of current principals regarding their role and their view of co-principalship and concludes with a discussion of co-principalship as a panacea for imputed principal dissatisfaction.||Publication Type:||Conference Publication||Conference Details:||Biannual Ireland International Conference on Education (IICE-2013), Dublin, Ireland, 15th - 17th April, 2013||Source of Publication:||IICE-2013 Proceedings, p. 102-107||Publisher:||Infonomics Society||Place of Publication:||Dublin, Ireland||Peer Reviewed:||Yes||HERDC Category Description:||E1 Refereed Scholarly Conference Publication||Statistics to Oct 2018:||Visitors: 218|
|Appears in Collections:||Conference Publication|
School of Education
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