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Becoming a Principal: Exploring Perceived Discriminatory Practices in the Selection of Principals in Jamaica and England

Becoming a Principal: Exploring Perceived Discriminatory Practices in the Selection of Principals in Jamaica and England

Paul Miller
Copyright: © 2015 |Pages: 16
ISBN13: 9781466665910|ISBN10: 1466665912|EISBN13: 9781466665927
DOI: 10.4018/978-1-4666-6591-0.ch007
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MLA

Miller, Paul. "Becoming a Principal: Exploring Perceived Discriminatory Practices in the Selection of Principals in Jamaica and England." Multidimensional Perspectives on Principal Leadership Effectiveness, edited by Kadir Beycioglu and Petros Pashiardis, IGI Global, 2015, pp. 132-147. https://doi.org/10.4018/978-1-4666-6591-0.ch007

APA

Miller, P. (2015). Becoming a Principal: Exploring Perceived Discriminatory Practices in the Selection of Principals in Jamaica and England. In K. Beycioglu & P. Pashiardis (Eds.), Multidimensional Perspectives on Principal Leadership Effectiveness (pp. 132-147). IGI Global. https://doi.org/10.4018/978-1-4666-6591-0.ch007

Chicago

Miller, Paul. "Becoming a Principal: Exploring Perceived Discriminatory Practices in the Selection of Principals in Jamaica and England." In Multidimensional Perspectives on Principal Leadership Effectiveness, edited by Kadir Beycioglu and Petros Pashiardis, 132-147. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-6591-0.ch007

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Abstract

Becoming a principal is not an easy feat. Principals are the custodians of a nation's education future and development. As such, they should represent the “best” of the stock of experience, skills, and capacities that exist within a school. Whereas this chapter does not consider the quality of principals in post, it spotlights the perceptions of discrimination in the appointments and promotions process of principals in both Jamaica and England. Drawing on data from a small-scale two-phase exploratory study, the chapter compares the process of appointing principals whilst contrasting the perceived discriminatory practices in getting an appointment as a school principal. The chapter calls for further detailed research of the issues identified and for changes to process for promoting and/or appointing a principal so that actors in the system, teachers especially, can feel confident of putting themselves forward for suitable positions where these may be available.

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