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School Autonomy and Government Control: School Leaders' Views on a Changing Policy Landscape in England

机译：学校自治与政府控制：英国领导人对不断变化的政策格局的看法

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The Conservative-Liberal Democrat Coalition government elected in 2010 has argued contemporary reform will increase the autonomy of schools in England. Given the complexities that exist, however, in the balance between autonomy and control, we explore how school leaders view autonomy as it exists within the wider policy framework. The article develops, first, a historical and analytical perspective on school autonomy. Second, it analyses a survey of almost 2000 school leaders, as well as case study data, to explore their views on autonomy, accountability, external support and managing change. Third, it considers the implications. Drawing on Simkins's concepts of operational and criteria power, school leaders are shown to commonly anticipate greater power over aspects of school management but not over the aims and purposes of schooling. A significant variation is also found between school leaders in their perceived capacity and freedom to act. This leads to a proposed typology of confident, cautious, concerned and constrained schools. A key implication, we conclude, is that increasing operational power for schools, declining Local Authority support and differentiated school autonomy have a very real potential to exacerbate existing local hierarchies between schools.
机译：2010年当选的保守党-自由民主党民主党政府认为，当代改革将提高英格兰学校的自主权。但是，鉴于在自治与控制之间的平衡方面存在的复杂性，我们探索了学校领导者如何看待自治在更广泛的政策框架中的存在。本文首先提出了关于学校自治的历史和分析观点。其次，它分析了对近2000名学校领导的调查以及案例研究数据，以探讨他们对自治，问责制，外部支持和管理变革的看法。第三，它考虑了影响。利用Simkins的运营权和标准权的概念，学校领导者通常期望在学校管理方面拥有更大的权力，而不是在学校的目标和宗旨方面拥有更大的权力。在学校领导者之间，他们在感知能力和行动自由上也存在很大差异。这导致了对学校的信心，谨慎，关注和约束的拟议类型。我们得出的主要结论是，提高学校的运营能力，减少地方政府的支持以及有区别的学校自治权，确实具有加剧学校之间现有地方等级制度的巨大潜力。

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