ABSTRACT

The policy context for schools in England places great emphasis on leadership and autonomy as drivers of educational improvement. The purpose of this article is to explore how we can better understand, in this context, the challenges of leadership and autonomy and the conditions of leadership development that support or hinder the practice of ethical autonomy. The article summarises analyses of autonomy and the conditions affecting leadership preparation and development in England; in presenting the first of these two analyses, a definition is established of autonomy as adopting for oneself the principles to guide ethical action. The outcomes of the analyses are then considered together in order to frame thinking about the challenges entailed in autonomy and leadership. A key proposition is that principled autonomy is at the heart of this frame of thinking. At the conclusion of the article, implications are suggested for school leaders concerning the conditions for leadership development in schools.

摘要

英格兰学校的政策环境非常重视领导能力和自主权，以此作为教育改善的驱动力。本文的目的是探索在这种情况下如何更好地理解领导和自治的挑战以及支持或阻碍道德自治实践的领导发展条件。本文总结了自治性以及影响英格兰领导力准备和发展的条件的分析；在介绍这两种分析中的第一篇时，建立了自治的定义，即自己采用指导道德行为的原则。然后将分析的结果一起考虑，以便对自治和领导力所带来的挑战进行思考。一个关键的命题是，原则上的自治是这种思想框架的核心。在文章的结尾，建议对学校领导者提出有关学校领导力发展条件的启示。