Principals play a key role in schools influencing academic improvement through a campus vision, goals, and objectives. They are also charged with the task of supervising and supporting students, teachers, and families in the community, with the intent of guiding students toward their future. The principals are guided in their efforts by standards and expectations designed by states, provinces, or governments. Current policy-makers and officials in charge of re-designing these standards and practices for principals are known for observing other countries, in efforts to improve local schooling, using information technology’s widespread access and international exchanges. These standards and expectations are meant to address the need of the local community, but may updated or borrowed from school systems in other countries. The purpose of this cross-country comparative study is to explore standards and expectations for school principals and the role of educational leadership observing global contexts of attraction for policy borrowing in three sites—Ontario, Canada; Texas, USA; and Sweden. We explore, “To what extent policy borrowing philosophies and ideologies influence standards and expectations for principals?”
Murakami, Elizabeth T.; Tornsen, Monika; and Pollock, Katina E.
"School Principals’ Standards and Expectations in Three Educational Contexts,"
Comparative and International Education / Éducation Comparée et Internationale:
1, Article 7.
Available at: http://ir.lib.uwo.ca/cie-eci/vol43/iss1/7