• A
  • A
  • A
  • ABC
  • ABC
  • ABC
  • А
  • А
  • А
  • А
  • А
Regular version of the site

Article

School Principals as Agents of Reform of the Russian Education System

Russian Education and Society. 2016. Vol. 57. No. 11. P. 954-978.
A.G.Kasprzhak, N.B.Filinov, R.F.Bayburin, N.V.Isaeva, N.V.Bysik.
Translator: K. Cargill.

The paper is based on the results of a study of secondary school principal decision-making style conductd in eight regions of the Russian Federation (one per federal district) in 2014 using the methodological approach developed by Alan J. Rowe. The study aimed to assess the reformist potential of Russian school principals. Authors suggest that two types of leaders may be most effective in terms of their ability to enact reforms: (1) those who mainly exhibit a conceptual decision-making style and secondarily make recourse to an analytical style; (2) those who mainly exhibit an analytical decision-making style and secondarily make recourse to a conceptual style. Only 12% of school principals fall into the first category. There are, however, 11% of principals that are likely to change their transactional leadership style for a transformational one.