IMAGES OF STATE SCHOOL SYSTEM ADMINISTRATION IN THE LITERATURE ON EDUCATIONAL ADMINISTRATION: AN AUSTRALIAN PERSPECTIVE

Abstract

A study of the published statements of Australian school administrators revealed that two distinctive configurations of power and service relationships are projected in their publically presented images of state school administration as it relates to government and the public. A previous Traditional Centralist‐Unity configuration is now being replaced by an Emergent Devolution‐Diversity conformation. Analysis was directed to (a) understanding the significance of the two images in terms of their function as public communications, and (b) accounting for the shift in the imagery in the light of pressures for change, the way administrators are interpreting change as turbulence, and the projection of counter images incorporating critiques of government school systems. To help organise analysis, it was assumed that images of system administration have the potential to communicate: 1. information, 2. explanation, 3. judgements and value positions, 4. statements designed to advance sectional interests, and 5. themes and persuasive symbols. It was also assumed that the shift in the public images of administrators may be studied in the way their images relate to three basic sources of administrative tension: tensions which arise from problems of meaning, problems of aspiration, and problems of practice.

Citation

SIMPKINS, W.S. (1982), "IMAGES OF STATE SCHOOL SYSTEM ADMINISTRATION IN THE LITERATURE ON EDUCATIONAL ADMINISTRATION: AN AUSTRALIAN PERSPECTIVE", Journal of Educational Administration, Vol. 20 No. 1, pp. 61-87. https://doi.org/10.1108/eb009854