Rationale
It has been claimed that the last decade has seen a crisis of leadership within education (Gronn, 2003a). Teachers appear to be shunning extra responsibilities and remaining in the classroom. The great monolithic school systems, based on nineteenth century corporations, with their complex and rigid hierarchies have begun to crumble. It seemed no great surprise to many observers (Gunter, 2002; Wrigley 2003) that this should be the case. Both of these authors have argued that schools have been squeezed into a corporate model of governance designed for business rather than education. Indeed, as White (2011) notes, the notion of a complex corporate hierarchy was most likely flawed from its very inception, a tool for corrupt men to turn a quick profit, obscured behind bureaucratic systems.
It has been claimed that the last decade has seen a crisis of leadership within education (Gronn, 2003a). Teachers appear to be shunning extra responsibilities and remaining in the classroom. The great monolithic school systems, based on nineteenth century corporations, with their complex and rigid hierarchies have begun to crumble. It seemed no great surprise to many observers (Gunter, 2002; Wrigley 2003) that this should be the case. Both of these authors have argued that schools have been squeezed into a corporate model of governance designed for business rather than education. Indeed, as White (2011) notes, the notion of a complex corporate hierarchy was most likely flawed from its very inception, a tool for corrupt men to turn a quick profit, obscured behind bureaucratic systems.
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