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Narratives of retired school leaders : an examination of the role of power for effective leadership in Singapore schools
Author
Nandakumar Mayakestan
Supervisor
Zhang, Yenming
Abstract
This dissertation is an interpretive study of the narratives of four retired school leaders from Singapore using the conceptual framework that prescribes leadership as a function of power. The study aimed to accomplish three things: Firstly, to understand the nature of top leadership in Singapore schools by distilling the crucial attributes of retired school leaders and how these attributes influence the use of power in schools. Secondly, to understand how school leaders harness different sources of power to bring about organisational success during their terms of office and become effective leaders, and finally, to offer these narratives as insightful pieces to enhance the professional growth and deepen reflective processes of current school leaders and help them understand the nature and use of power for effective school leadership.
The introduction of 21st century competencies framework in 2010 (MOE, 2015) and “Every school is a good school” initiative in 2011 by the Ministry of Education (MOE) marked a paradigm shift in the nature of contemporary education in Singapore, leaving many complex questions for school leaders regarding their leadership practice and the effective use of power in this new and esoteric context. While there have been broad attempts to demystify and give clarity to these questions through various leadership preparatory and in-service programmes, annual MOE Work Plan Seminars, Principal Appointment and Appreciation Ceremonies and other platforms, school leaders on the ground often remain pensive about the use of power in schools and have been unravelling new and innovative ways to better understand and implement this new initiative the best way possible and move their organisations forward. This dissertation thus hopes that with an expanded yet nuanced understanding of school leadership and power through the stories told by retired school leaders, current school leaders can further augment their effectiveness in addressing some of their concerns.
To that end, the dissertation took a narrative inquiry approach to answer the following questions: (1) What do the narratives of retired school leaders reveal about their crucial attributes that led to their effective leadership? (2) What were their experiences and perceptions of certain manifestations of power during their terms of office? (3) What can current school leaders learn from their experiences in harnessing power and apply them to the changing educational landscape in Singapore?, hoping to address the larger research inquiry at hand and aid current school leaders in their introspective journey in understanding the nature of school leadership and power in Singapore.
The introduction of 21st century competencies framework in 2010 (MOE, 2015) and “Every school is a good school” initiative in 2011 by the Ministry of Education (MOE) marked a paradigm shift in the nature of contemporary education in Singapore, leaving many complex questions for school leaders regarding their leadership practice and the effective use of power in this new and esoteric context. While there have been broad attempts to demystify and give clarity to these questions through various leadership preparatory and in-service programmes, annual MOE Work Plan Seminars, Principal Appointment and Appreciation Ceremonies and other platforms, school leaders on the ground often remain pensive about the use of power in schools and have been unravelling new and innovative ways to better understand and implement this new initiative the best way possible and move their organisations forward. This dissertation thus hopes that with an expanded yet nuanced understanding of school leadership and power through the stories told by retired school leaders, current school leaders can further augment their effectiveness in addressing some of their concerns.
To that end, the dissertation took a narrative inquiry approach to answer the following questions: (1) What do the narratives of retired school leaders reveal about their crucial attributes that led to their effective leadership? (2) What were their experiences and perceptions of certain manifestations of power during their terms of office? (3) What can current school leaders learn from their experiences in harnessing power and apply them to the changing educational landscape in Singapore?, hoping to address the larger research inquiry at hand and aid current school leaders in their introspective journey in understanding the nature of school leadership and power in Singapore.
Date Issued
2016
Call Number
LB2806 Nan
Date Submitted
2016