Educational Leader, Manager, Educational Leader... The life cycle of a primary principal under school-based management in Queensland

School-based management (sbm) has recently been introduced to government schools in Queensland (Australia). The sbm model, while not as radical as those in other places (eg New Zealand, United Kingdom) has brought with it many challenges for principals. This paper uses a lifecycle metaphor to report on a longitudinal study of the changing roles of six Brisbane primary school principals who led sbm changes in their schools. Using a qualitative methodology, the study has identified a cyclical progression in principals' roles from what was essentially one originally concerned with educational leadership, to one more managerial in nature only to return, in part, to the educational leader role over time - or at least a striving by the principals to return to this focus. Consistent with the literature from other systems where sbm has been introduced, essentially what the study reveals is a significant broadening of, and greater complexity in, the role - one which requires a more diverse and complex set of skills and competencies on behalf of principals than required in earlier times.

*This article is based on a paper delivered at the Biennial Conference of the New Zealand Educational Administration Society (NZEAS), 16-19 January, 2000 - Waitangi, New Zealand.