LMS and Headship: changing the contexts for micro‐politics

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Abstract
This paper explores the changing contexts for micro‐political activities in schools which have followed the implementation of LMS. The extent of such negotiations and the new contexts are examined using the accounts of a small group of headteachers from two Midlands education authorities, interviewed in respect of their career histories. Their early experiences of LMS indicated an increase both in the extent of and the contexts for micro‐political activity. The paper argues that such changes have altered the orientation of the headteacher's role thereby affecting the culture of headteaching as work.

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