Abstract
This chapter will explore the experience of educational leadership in state schools in England. It begins with a brief outline of the history of state education before assessing how education currently operates as part of the political-economic shift to a competition state. School leaders in England work in a culture described as high accountability combined with high autonomy. Principals, who have the ability to set and shape their own organisational culture and who hold responsibility for standards and continual improvement, are seen as occupying an influential position within their school community. Like all who work in the public sector in England, they are expected to adhere to ethical standards However the embedded marketization approach to education in England has led to practices which are ethically troubling. These have been well publicised and include ‘gaming’ of the examination system in order to boost results; high levels of exclusions for pupils from vulnerable groups and non-inclusive practices of pupils with Special Educational Needs. Due to these practices, a renewed focus on ethical leadership in England is emerging.
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Luzmore, R., Brown, C. (2021). Self-Interest and Altruism: How English School Leaders Navigate Moral Imperatives in a High Stakes Culture. In: Normand, R., Moos, L., Liu, M., Tulowitzki, P. (eds) The Cultural and Social Foundations of Educational Leadership. Educational Governance Research, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-030-74497-7_8
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