Educational Reform: A Professional Challenge for School Principals

• In Event: School Leaders as Policy Actors: The Role of Principals in Policy and Reform

Abstract

This study examines the impact of educational reform promoting pedagogical and administrative flexibility on school principals' professional skills. Using Abbott's (1988) professional theory and Eyal's (2019) expertise theory, it investigates how principals adapt to the reform's demands. A multiple-case study of sixteen principals across various school sizes and seniority levels during the first two years of reform implementation was conducted. Data sources include semi-structured interviews and reform documents. Findings reveal significant challenges in budget management, timetables, and reporting. Principals often rely on professional networks for support, which can hinder professional skill development. The study concludes that the reform, with its strict timelines and budget constraints, emphasizes bureaucratic compliance over educational quality, limiting the effective use of professional skills.

Author

• Nirit Pariente, Ben-Gurion University of the Negev