Literature about education in New Zealand and internationally over the past 30 years has increasingly focused on the need for effective school leadership. In New Zealand a major Best Evidence Synthesis study (BES 2009) led to an emphasis on instructional leadership aimed at raising achievement. This emphasis has tended to undervalue management, linked to the status quo rather than change and improvement. However, extended interviews with rural primary principals revealed they saw management as crucial to responding to parental concerns, handling disruption, and keeping the school ‘on track’. Making use of local knowledge and taking advice, they held the core responsibility for an observable response. These principals believed that managing issues helped them build and sustain the trust of the school community, which was of value ‘next time’. Thus, aspects of management combine the relational and context-dependent work of school principals. Drawing on Mintzberg (1990) we argue that the recognition and valuing of management aspect of school leadership is crucial for principal effectiveness.

中文翻译：

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保持正轨：学校校长作为管理者

过去 30 年来，关于新西兰和国际教育的文献越来越关注有效学校领导的需求。在新西兰，一项主要的最佳证据综合研究（BES 2009）强调了旨在提高成就的教学领导力。这种强调往往低估了管理的价值，将其与现状联系起来，而不是改变和改进。然而，与农村小学校长的长期访谈显示，他们认为管理对于回应家长的担忧、处理干扰和保持学校“走上正轨”至关重要。他们利用当地知识并听取建议，对可观察到的反应负有核心责任。这些校长认为，管理问题有助于他们建立和维持学校社区的信任，这对“下次”很有价值。因此，管理方面结合了学校校长的相关工作和环境相关工作。借鉴 Mintzberg (1990)，我们认为对学校领导管理方面的认识和评价对于校长的有效性至关重要。