An Investigation of Principals’ Perspectives on their role in the Implementation of a Curricular Innovation in Irish Post-Primary Schools

Abstract

In 2014, the Department of Education and Skills began the phased replacement of the Junior Certificate curriculum, with a more student-centred approach to teaching, learning and assessment. The new Junior Cycle programme proposed radical changes, emphasising classroom-based assessments over the more traditional terminal State exam. It also encouraged the exercise of more modern teaching methodologies and introduced new subjects and short courses into the curriculum. These reforms were met with strong opposition from the teaching unions which delayed the implementation process in many schools. This thesis explores the experiences of post-primary school leaders in implementing these reforms and how they perceive their role in the change process. Literature relating to educational change, with a particular emphasis on the importance of leadership, and the drivers of successful change was reviewed. Data for this study was gathered through semi-structured interviews with seven principals from each of the three types of Irish post-primary schools. The key findings were presented and analysed using a thematic approach. The research findings indicate that school leaders have a very positive attitude towards the concept of change in general and saw the Junior Cycle reforms as particularly necessary. They viewed their role in the implementation of these reforms as a very difficult one due to what they perceived as a lack of clarity from the governmental bodies. This lack of clarity resulted in resistance from their teaching staff which made their position even more demanding. Changes to assessment and reporting practices proved especially challenging. Principals were also frustrated by what they perceived as a lack of influence over reforms which directly affect their work. Principals view their role within the change process as solving potential problems as they arise. They also note the importance of facilitating the building and sharing of knowledge through promoting continuing professional development and fostering a culture of collaboration in their schools. These findings indicate that the role of the principal has expanded in more recent years and become more arduous and stressful. The research also highlights the need for increased supports to be given to school leaders at both a school level and through their representative bodies.