Skip to main content
SpringerLink
Log in
Book cover

A Decade of Research on School Principals pp 307–329Cite as

Austria: Overcoming a Bureaucratic Heritage as a Trigger for Research on Leadership in Austria

  • Chapter

Part of the book series: Studies in Educational Leadership ((SIEL,volume 21))

Abstract

When the Austrian school system started becoming more decentralized, discussions on leadership began to gain momentum, since key competences for managing and leading a school had become prevalent. Leadership in German-speaking countries has to be seen in a culture of “Führung” and thus to be compared and contrasted with school and leadership development in the English-speaking world.

Experiences of changes, from a long heritage of an imperial style of administration towards leadership meeting contemporary challenges, have led to closer attention of what training programmes can achieve. First evaluations of the effects of such programmes led to further interest in researching into what school leaders actually do in school after they graduate from professional development activities. Initially, most of the research on principals is implicit and backpacks on other topics as part of, e.g. research on governance and school autonomy, quality development and school improvement and issues of equity and inclusion. The introduction of master courses and PhD programmes has intensified research work on various aspects of leadership.

The research in this chapter draws from various sources and ranges from results of international large-scale surveys, where Austria has been part of, to specific studies, including PhD research. The selection criteria for the presented research are based on its impact on the ongoing debate within the country regarding leadership within the Austrian education system and its role in the German-speaking world.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Abbreviations

BMBWK:

Bundesministerium für Bildung, Wissenschaft und Kultur (Ministry of Education until 2007)

BMUKK:

Bundesministerium für Unterricht, Kunst und Kultur (Ministry of Education from 2007 to 2013)

CECE:

Central European Cooperation for Education

CTC:

Collegial team coaching

CWT:

Classroom walkthrough

EPNoSL:

European Policy Network on School Leadership

IT:

Information technology

LEA:

Leadership Academy

SGA:

School committee of teachers’, parents’ and students’ representatives

TALIS:

Teaching and Learning International Survey

References

  • Altrichter, H., Kemethofer, D., & Leitgöb, H. (2012a). Ansätze der Systemsteuerung in der Einschätzung von Schulleiterinnen und Schulleitern [Approaches of system steering in the assessment of school principals]. How school principals perceive and evaluate strategies of system governance. Empirische Pädagogik (Empirical Education), 26(1), 12–32.

    Google Scholar 

  • Altrichter, H., Kemethofer, D., & Leitgöb, H. (2012b). Schulentwicklung und Systemsteuerung [School improvement and system steering]. In F. Eder (Ed.), PISA 2009. Nationale Zusatzanalysen für Österreich [PISA 2009. Supplementary National Analyses for Austria] (pp. 228–253). Münster: Waxmann.

    Google Scholar 

  • Altrichter, H., Kemethofer, D., & Schmidinger, E. (2013). Neue Schulinspektion und Qualitätsmanagement im Schulsystem [New school inspectorate and quality management in the education system]. Erziehung und Unterricht (Education and Teaching and Learning), 163, 9–10.

    Google Scholar 

  • Bruneforth, M., & Lassnig, L. (Eds.). (2012). Nationaler Bildungsbericht Österreich 2012. Das Schulsystem im Spiegel von Daten und Indikatoren [National Education Report Austria 2012. The education system in light of data and indicators]. Wien/Salzburg: BMUKK/BIFIE.

    Google Scholar 

  • Clyne, M. (1987). Cultural differences in the organization of academic texts. Journal of Pragmatics, 11, 211–247.

    Article  Google Scholar 

  • Devos, G., & Schratz, M. (2012). Reform in stable systems. (Austria and Belgium [Flanders]): The impossible dream. In K. L. Seashore & B. van Velzen (Eds.), Educational policy in an international context. Political culture and its effects (pp. 127–138). New York: Pallgrave Macmillan.

    Google Scholar 

  • Dubs, R. (1994). Die Führung einer Schule: Leadership und Management [Leading a school between Leadership and Management]. Zürich: Verl. d. Schweizerischen Kaufmännisches Verbandes.

    Google Scholar 

  • Ehren, M. C. M., Altrichter, H., McNamara, G., & O’Hara, J. (2013). Impact of school inspections on teaching and learning – Describing assumptions on causal mechanisms in six European countries. Educational Assessment, Evaluation and Accountability, 25(1), 3–43. doi:10.1007/s11092-012-9156-4.

    Article  Google Scholar 

  • Fischer, W., & Schratz, M. (1993). Schule leiten und gestalten. Mit einer neuen Führungskultur in die Zukunft [Leading and shaping a school. Towards the future with a new leadership culture]. Innsbruck: Österr. Studien-Verlag.

    Google Scholar 

  • Fullan, M. (2005). Leadership & sustainability: System thinkers in action. Thousand Oaks: Corwin Press.

    Google Scholar 

  • Lassnigg, L., Felderer, B., Paterson, I., Kuschej, H., & Graf, N. (2007). Ökonomische Bewertung der Struktur und Effizienz des österreichischen Bildungswesens und seiner Verwaltung [Economical assessment of structure and efficiency of the Austrian education system and its administration]. Wien: Institut für Höhere Studien (IHS). http://www.bmukk.gv.at/medienpool/15515/ihs_oekbew.pdf. Accessed 21 Aug 2013.

  • Lohmann, A. (2011). Qualität an Schule und von Unterricht durch Führung? Wirksamkeitsstudie zum Schulleitungshandeln an den Projektschulen der Bildungsregion Emsland in Niedersachsen [Quality in school and instruction through leadership? Effectiveness study on school leadership in the pilot schools in the region Emsland in Lower Saxony] (2005–2009). Innsbruck University, Unpublished dissertation.

    Google Scholar 

  • Lohmann, A. (2013). Effektiv Schulen führen. Wie Schulleitungshandeln die Schul- und Unterrichtsqualität steigert [Effective school leadership. How school leaders‘practice enhances the quality of teaching and learning]. Köln: Wolters Kluwer.

    Google Scholar 

  • Luhmann, N. (2002). Das Erziehungssystem der Gesellschaft [The education system of society]. Frankfurt/M.: Suhrkamp.

    Google Scholar 

  • Møller, J., & Schratz, M. (2008). Leadership development in Europe. In J. Lumby, G. Crow, & P. Pashiardis (Eds.), International handbook on the preparation and development of school leaders (pp. 341–366). New York: Routledge.

    Google Scholar 

  • Pool, S. (2007). Leadership auf dem Prüfstand. Mit der Leadership-Kompetenz-Skala Führungskompetenzen von Schulleitungspersonen auf der Spur [Leadership put to test. Tracing principals’ leadership competencies on the leadership competency scale]. Journal für Schulentwicklung (Journal for School Improvement), 1(11), 42–53.

    Google Scholar 

  • Rauch, F., & Biott, C. (Eds.). (2003). Schulentwicklung: Vol. 34. Schulleitung: Rahmenbedingungen, Anforderungen und Qualifikation aus internationaler Perspektive [School improvement: Vol. 34. School leadership: Framework conditions, demands and qualification from an international perspective]. Innsbruck: Studien-Verlag.

    Google Scholar 

  • Révai, N., & G. A. Kirkham (Eds.). (2013). The art and science of leading a school. Central5: a central European view on competencies for school leaders; final report of the project: International co-operation for school leadership involving Austria, the Czech Republic, Hungary, Slovakia, Slovenia, Sweden. Budapest: Tempus Public Foundation. http://www.tpf.hu/upload/docs/konyvtar/books/leadership2013.pdf

  • Riemann, F. (1961). Grundformen der Angst und die Antinomien des Lebens [Basic human fears and the antinomies of life]. München: Reinhardt.

    Google Scholar 

  • Rosenbusch, H. S. (2005). Organisationspädagogik der Schule: Grundlagen pädagogischen Führungshandelns. Wissen & Praxis Bildungsmanagement [Organisational pedagogy of primary education: Foundation of leadership practice. Knowledge & Practice of Educational Management]: Vol. 2. München u.a.: Luchterhand.

    Google Scholar 

  • Schley, W., & Schratz, M. (2010). Developing leaders, building networks, changing schools through system leadership. In J. MacBeath & T. Townsend (Eds.), International handbook on leadership for learning (pp. 267–296). New York: Springer. Part I.

    Google Scholar 

  • Schmich, J., & Breit, S. (2009). Schulleitung: Im Spannungsfeld zwischen pädagogischen und administrativen Aufgaben (School leadership: in the field of tension between pedagogical and administrative tasks). In J. Schmich & C. Schreiner (Eds.), TALIS 2008. Schule als Lernumfeld und Arbeitsplatz. Erste Ergebnisse des internationalen Vergleichs [TALIS 2008. School as a learning and working environment. First results of the international comparison] (pp. 67–76). Graz: Leykam.

    Google Scholar 

  • Schmid, K., Hafner, H., & Pirolt, R. (2007). Reform von Schulgovernance-Systemen. Vergleichende Analyse der Reformprozesse in Österreich und bei einigen PISA-Teilnehmerländern. IBW-Forschungsbericht [School governance systems reform. A comparative analysis of reform processes in Austria and some other participating PISA countries. IBW (Institute for Research in Education and Economy) Research Report]: Vol. 135. Wien: Institut für Bildungsforschung der Wirtschaft.

    Google Scholar 

  • Schratz, M. (2003). From administering to leading a school: Challenges in German-speaking countries. Cambridge Journal of Education, 33(3), 395–416.

    Article  Google Scholar 

  • Schratz, M. (2012). Austria’s balancing act: Walking the tightrope between federalism and centralization. In K. L. Seashore & B. van Velzen (Eds.), Educational policy in an international context. Political culture and its effects (pp. 95–104). New York: Palgrave Macmillan.

    Google Scholar 

  • Schratz, M. (2013). The rigid-dynamic dimension in competency standards. In N. Révai & G. A. Kirkham (Eds.), The art and science of leading a school. Central5: A Central European view on competencies for school leaders; final report of the project: International co-operation for school leadership involving Austria, the Czech Republic, Hungary, Slovakia, Slovenia, Sweden (pp. 28–30). Budapest: Tempus Public Foundation.

    Google Scholar 

  • Schratz, M., & Hartmann, M. (2009). Schulautonomie in Österreich: Bilanz und Perspektiven für eine eigenverantwortliche Schule (School autonomy in Austria: results and perspectives for an autonomous school). In W. Specht (Ed.), Nationaler Bildungsbericht Österreich [National Education Report Austria] 2009 (Vol. 2), (pp. 323–340). Graz: Leykam.

    Google Scholar 

  • Schratz, M., & Petzold, K. (2007). Improving principalship: Country background report Austria. Vienna: BMUKK/OECD.

    Google Scholar 

  • Schratz, M., Hartmann, M., & Schley, W. (2010). Schule wirksam leiten. Analyse innovativer Führung in der Praxis [Effective school leadership. Analysis of innovative leadership in practice]. Münster: Waxmann.

    Google Scholar 

  • Schwarz, J. (2013). Unterrichtsbezogene Führung durch “Classroom Walkthrough”. Schulleitungen als Instructional Leaders [Instruction based leadership through “Classrooum Walkthrough”. School heads as instructional leaders]. Innsbruck: Studien-Verlag.

    Google Scholar 

  • Stoll, L., Moorman, H., & Rahm, S. (2008). Building leadership capacity for system improvement in Austria. In B. Pont, D. Nusche, & D. Hopkins (Eds.), Improving school leadership: Vol. 2. Improving school leadership. Case studies on system leadership (pp. 215–252). Paris: OECD.

    Chapter  Google Scholar 

  • Suchan, B., Wallner-Paschon, C., & Bergmüller, S. (2009). Profil der Lehrkräfte und der Schulen in der Sekundarstufe I [Profile of teachers and schools in lower secondary school]. In J. Schmich & C. Schreiner (Eds.), TALIS 2008. Schule als Lernumfeld und Arbeitsplatz. Erste Ergebnisse des internationalen Vergleichs [TALIS 2008. School as a learning and working environment. First results of the international comparison] (pp. 16–30). Graz: Leykam.

    Google Scholar 

  • Ulrich, D., Zenger, J., & Smallwood, W. N. (1999). Results-based leadership. Boston: Harvard Business School Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Teacher Education and School Research, University of Innsbruck, Innsbruck, Austria

    Michael Schratz

Authors
  1. Michael Schratz
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Michael Schratz .

Editor information

Editors and Affiliations

  1. Centre for Principal Development, Umeå University, Umeå, Sweden

    Helene Ärlestig

  2. Centre for Research on Educational Leadership and Management, School of Education, University of Nottingham, Nottingham, United Kingdom

    Christopher Day

  3. Centre for Principal Development, Umeå University, Umeå, Sweden

    Olof Johansson

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Schratz, M. (2016). Austria: Overcoming a Bureaucratic Heritage as a Trigger for Research on Leadership in Austria. In: Ärlestig, H., Day, C., Johansson, O. (eds) A Decade of Research on School Principals. Studies in Educational Leadership, vol 21. Springer, Cham. https://doi.org/10.1007/978-3-319-23027-6_15

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-23027-6_15

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-23026-9

  • Online ISBN: 978-3-319-23027-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation