Abstract:
O'Dempsey's (1976) application of structured observation revealed characteristics of principal's administrative behaviour in the workplace. Many of these findings have been identified in replications of his study. Since all studies cited have been conducted within a qualitative research framework and, as such, have been "sample short but data heavy", the value of replicatory studies has increased in importance, so much so that sufficient evidence has now been accumulated to enable some generalisations about principals' behaviour to be suggested.
Guided by the theme of the Conference - Research In Education: Does It Count? - this paper examines and evaluates the outcomes of a sample of observational studies of principals conducted in Australia through the past 20 years. In particular, the paper (i) examines studies conducted in the "Mintzberg tradition", ie. through structured observation; (ii) evaluates the efficacy of this particular methodology; (iii) reviews the findings and identifies those which replications consistently reveal; and (iv) assesses the value of such findings in the light of their relative influence on practice.
The use of structured observation has developed in sophistication. Studies are now expanding in scope and gathering much information in addition to the "basic" data of activity, duration, location and with whom such took place. Decision making, stressful behaviour, and the management of time are examples of the enhanced outcomes of "structured observation".
The extent to which knowledge generated from the studies is finding a place in the preparation of principals is, however, limited. No concerted attempt to achieve such has been identified.
Guided by the theme of the Conference - Research In Education: Does It Count? - this paper examines and evaluates the outcomes of a sample of observational studies of principals conducted in Australia through the past 20 years. In particular, the paper (i) examines studies conducted in the "Mintzberg tradition", ie. through structured observation; (ii) evaluates the efficacy of this particular methodology; (iii) reviews the findings and identifies those which replications consistently reveal; and (iv) assesses the value of such findings in the light of their relative influence on practice.
The use of structured observation has developed in sophistication. Studies are now expanding in scope and gathering much information in addition to the "basic" data of activity, duration, location and with whom such took place. Decision making, stressful behaviour, and the management of time are examples of the enhanced outcomes of "structured observation".
The extent to which knowledge generated from the studies is finding a place in the preparation of principals is, however, limited. No concerted attempt to achieve such has been identified.