Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol12.Issue2.1998:

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Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 2 [1998] 9 0 –1 0 0 © MCB Unive rs ity Pre s s [ISSN 0951-354X]

As they are portrayed: principals in film

A. Ross Thomas

Unive rs ity o f Ne w England, Armidale , Ne w So uth Wale s , Aus tralia

This paper reports on the analysis of the principalship as portrayed in a sample of 48 fi lms. The analysis reveals that, unlike the timid, obsequious pastor in the Western and the bullying marine sergeant in a war movie, for example, there is little that is stereotypic about the role of the school principal and the types of leadership practised; there is no single model of the “ successful” (or, for that matter, “ unsuccess-ful” ) principal. Success, however defi ned, has been achieved by some but it has eluded others. Admittedly, one can readily identify common themes associ-ated with the principalship, for example, the vesting of authority, the exercise of power, relation-ships with teachers, students and community, and so on. And yet, against this common backdrop, countless scenes have been enacted in which the role of the principal has been one of great variation. Portrayals of roles are, of course, the outcome of the interaction of author, scriptwriter, actor, director – to name but some of those involved in the production of a fi lm. Neverthe-less, they provide at times quite extraordinary insights into others’ perceptions of both the role and the exercise of leader-ship in schools and school com-munities. For those involved in programs designed to prepare educationists for the principal-ship, considerable satisfaction is to be found in the variety of representations of this office that are displayed per medium of fi lm. Films provide a legitimate basis on which to analyse leadership behaviour and from which a greater sensitivity to the role may be developed.

Background to the study

T h e office of p r in cip a l – t h e p r in cip a lsh ip – h a s a lw ay s b een a k ey com p on en t in t h e op er -a t ion of -a sch ool. In r ecen t ye-a r s t h e effect s of d evolu t ion of a u t h or it y, r esp on sib ilit y, a n d a ccou n t a b ilit y, h ave com b in ed t o p u t even gr ea t er em p h a sis on t h is r ole. T h e im p or -t a n ce of -t h e p r in cip a lsh ip ca n n o-t b e over es-t i-m a t ed : ed u ca t ion a l r esea r ch con sist en t ly em p h a sises su ch . Be t h a t r esea r ch on t ea ch -in g, lea r n -in g, ch a n g-in g, p la n n -in g, m or a le or clim a t e, sch ool cu lt u r e, or com m u n it y a ssoci-a t ion s, t h e r ole of t h e p r in cip ssoci-a l ssoci-a n d t h e n a t u r e of lea d er sh ip w ill con sist en t ly em er ge a s fa ct or s closely r ela t ed t o ea ch of t h ese m ea su r es.

An d yet , in sp it e of t h is con t in u a t ion of fi n d in gs, t h er e is n o sin gle m od el of t h e “su c-cessfu l” (or, for t h a t m a t t er, t h e “u n su ccess-fu l”) p r in cip a l. P r in cip a ls com e in a ll sh a p es a n d sizes, a ges a n d a b ilit ies. On e w h o su cceed s in lea d in g on e sch ool m ay n ot n ecessa r -ily a ch ieve sim ila r fea t s elsew h er e. An d lik e t h eir p h y sica l ch a r a ct er ist ics, p r in cip a ls a lso va r y gr ea t ly in t er m s of t h eir p er son a lit ies. Aga in , a n d p er h a p s of su r p r ise t o m a n y, t h er e is n o id ea l p er son a lit y, n o p r ofi le t h a t en a bles on e t o p r ed ict in a dva n ce t h e su ccess a n d / or t h e a ch ievem en t s of a p r in cip a l a b ou t t o t a k e u p office.

St u d en t s of ed u ca t ion a l a d m in ist r a t ion a n d , esp ecia lly, t h ose a sp ir in g t o t h e office of t h e p r in cip a lsh ip, cu st om a r ily seek t o u n d er -st a n d t h e r ole t h r ou gh t h e -st u dy of “for m a l” d ocu m en t s su ch a s t ext b ook s a n d jou r n a l a r t icles. On e u n avoid a ble ch a r a ct er ist ic of t h ese sou r ces, r e ga r d less of t h eir r esea r ch b a ses a n d cla im s of “ob ject iv it y ”, is t h a t t h e a u t h or s’ p er ce p t ion s of t h e p r in cip a lsh ip in va r ia bly in fl u en ce t h e con t en t s of t h eir p u blica t ion s. Accor d in gly, in m y M.E d . Ad m in . cou r se u n it – T h e Pr in cip a lsh ip– I en cou r a ge m y st u d en t s in p a r t of t h e p r ogr a m t o con fr on t t h e im p or t a n ce of p er ce p t ion s, t o d eser t t h e for m a lit y of t h e t ext b ook a n d t h e lea r n ed a r t icle, a n d t o in vest iga t e t h e r ole of t h e p r in cip a l a s ot h er s m ay see it . Su ch p or t r aya ls of sch ool p r in cip a ls a r e n ot u n com -m on . Th ey a r e t o b e fou n d , for exa -m p le, in m a n y n ovels su ch a s T h e Ca t A te M y Gym su it, T h e Day T h ey Ca m e to A r rest th e B ooka n d T h e Wa v e a n d in n ovels t h a t h ave b ecom e fi lm s or

t elev ision ser ies su ch a s Good b ye M r Ch ip s, Picn ic a t Ha n gin g R ock, a n d T o S er v e T h em A ll M y Days; in ca r t oon s su ch a s t h ose I h ave a n a ly sed elsewh er e (Th om a s et a l., 1994) t a k en fr om Ka p p a n, t h e m on t h ly jou r n a l of t h e US ed u ca t ion a l a ssocia t ion , P h i Delt a Ka p p a ; in com ic st r ip s su ch a s Pea n u ts a n d A rch ie; in t elev ision soa p op er a s su ch a s Hom e a n d A w aya n d Hea r tb rea k High. Por t r aya ls a r e a lso fou n d in fi lm , a m ed iu m in wh ich I h ave lon g h eld a n in t er est .

T h e gen esis of m y in t er est in t h e p or t r aya l of t h e p r in cip a l in fi lm ca n r ea d ily b e t r a ced . As a on e-t im e w est er n m ov ie en t h u sia st , I b eca m e a t fi r st aw a r e of, a n d la t er a m u sed by t h e m et a p h or ic r e p r esen t a t ion bu ilt in t o su ch cin em a t ic m a st er p ieces. In ev it a b ly t h e “b a d -d ie” wor e bla ck clot h es, a bla ck m ou st a ch e a n d / or fi ve o’clock sh a d ow a n d , of cou r se, u su a lly r od e a bla ck h or se. Seld om w a s h e h a n d som e. T h e v illa in ’s n em esis w a s q u it e t h e r ever se. Wh it e w a s t h e colou r of h is clot h es a n d h is m ou n t . Visu a lly t h e m et a p h or w a s obv iou s bu t so t oo d id t h e b eh av iou r of ea ch r efl ect t h e r ole b ein g p layed . Sp ok en a n d n on ver b a l com m u n ica t ion en su r ed t h a t a u d ien ces clea r ly u n d er -st ood t h e d iffer en ces b et w een t h e ch a r a ct er s.

In v a r ia b ly t h er e w a s b lood sh ed in t h e w est -er n m ov ie. Usu a lly it w a s t h e m a n in bla ck w h o w a s con veyed t o Boot H ill, t h a t d eligh t fu l eu p h em ism for cem et er y. At t h is st a ge in t h e st or y t h er e r e gu la r ly a p p ea r ed a t h ir d ch a r a c-t er w h o, lik e c-t h ose clea r ly d esign a c-t ed good a n d b a d , a lw ay s p layed a st er eot y p ic r ole, n a m ely t h e p a st or w h ose t a sk it w a s t o fi n d som e p lea sa n t r ies t o say a b ou t t h e d ecea sed . T h e p a st or, a lm ost in va r ia bly d r essed in bla ck , oft en cr in gin g b en ea t h a q u a in t h a t a n d w it h t h eGood Book in h a n d , p layed t h e r ole of a h a r m less, fr igh t en ed a n d , a t t im es, ob seq u iou s in d iv id u a l w h ose p r esen ce w a s t oler a t ed on ly b eca u se it w a s “r igh t a n d p r op er ” t o p r ov id e a ll d ecea sed w it h a n a p p r op r ia t e fa r ew ell.

In r et r osp ect , it w a s n ot a ll t h r ee of t h ese a lm ost im m u t a ble r oles t h a t led t o m y fa sci-n a t iosci-n w it h t h e r ole of p r isci-n cip a l; r a t h er w a s it t h a t of t h e p a st or. Cer t a in ly t h e r ole p layed in t h e w est er n m ov ie b or e n o r ela t ion sh ip t o sever a l p a st or s I h ave k n ow n , on e of w h om w a s m y u n cle. As I r efl ect ed on h im a n d h is

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A. Ro s s Tho mas As the y are po rtraye d: princ ipals in film Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 2 [1 9 9 8 ] 9 0 –1 0 0

life I cou ld fi n d n o r esem bla n ce w h a t soever w it h h is st er eot y p ica l cou n t er p a r t on fi lm .

An d so t h e q u est ion a r ose: sin ce t h e st er eo-t y p ic p a seo-t or, a s sh ow n in fi lm , m ay n oeo-t b e a eo-t a ll r e p r esen t a t ive of p a st or s a t la r ge, cou ld t h e sa m e b e sa id of sch ool p r in cip a ls? In ot h er wor d s, d oes t h e m ed iu m of fi lm r e p r e-sen t a st er eot y p ic sch ool p r in cip a l a n d , if so, w h a t a r e t h e ch a r a ct er ist ics of t h a t m od el?

Approach

In or d er t o a d d r ess t h e for e goin g q u est ion s a n a n a ly sis w a s con d u ct ed of fi lm s in w h ich p r in cip a ls a r e p or t r ayed . In m y a n a ly sis I h ave b een a ssist ed by m y M.E d . Ad m in . st u -d en t s w h o, a s p a r t of a cou r se u n it en t it le-d T h e Pr in cip a lsh ip, h ave, in ter a lia, b een a sk ed : “Usin g r eleva n t sou r ces ot h er t h a n p r escr ib ed t ext s, d escr ib e a n d a n a ly se a r e p -r esen t a t ion of t h e sch ool p -r in cip a l.”

T h e r esu lt in g r e p r esen t a t ion s h ave b een d r aw n w id ely fr om n ovel, n ew sp a p er, ca r -t oon , -t elev ision a n d fi lm bu -t i-t is -t o -t h ose w h o a n a ly sed t h e la st -m en t ion ed m ed iu m t h a t I a m p a r t icu la r ly in d eb t ed . (T h ey a r e a ck n ow l-ed gl-ed a p p r op r ia t ely a t t h e en d of t h is p a p er.) For d et a ils of sim ila r or r ela t ed st u d ies see: Br iesch k e (1993); T h om a s et a l. (1994); Wa lk er (1992); Wa lt er (1990); Willia m s a n d Willow er (1983).

My st u d en t s h ave t h u s p r ov id ed m e w it h in t er p r et a t ion s of fi lm t h a t I h ave b een a ble t o com p a r e w it h m y ow n . T h ey h ave a lso d escr ib ed fi lm s t h a t I h a d n ot seen a n d w h ich , in a ll bu t a few ca ses, I h ave h a d t o v iew, eit h er v ia p a t r on a ge of loca l v id eo st or es or by a ssid u ou sly loca t in g d et a ils a n d p a t ien t ly w a it in g for scr een in gs of su ch on t elev ision . My st u d en t s h ave a lso p r ov id ed m e w it h a n a ly ses t h a t h ave b een in sigh t fu l, h u m or -ou s, ch a llen gin g, cr it ica l a n d r evea lin g. T h u s, in p r esen t in g d et a ils b elow t h a t a r e la r gely m y ow n a n a ly ses, I fi n d con sid er a ble r ea ssu r -a n ce fr om t h ose of m y st u d en t s. T h er e -a r e, in ot h er wor d s, som e gr ou n d s for cla im in g su b -st a n t ia l “in t er -v iew er r elia b ilit y ”.

I ca n cla im , h ow ever, t o h ave a n a ly sed sev -er a l fi lm s n ot yet id en t ifi ed by m y st u d en t s. Id en t ifi ca t ion of fi lm s r eleva n t t o t h e p r in ci-p a lsh ici-p, d et a ils of t h eir ci-p r od u ct ion , ca st of a ct or s, a n d scr ip t s w er e a id ed by r efer en ce t o AF I (1994); Gia n n et t i (1990); Giffor d (1973); Gold st ein a n d Zor n ow (1980); H a ll (1992); Lyon (1984); Ma r cu s (1971); N ow la n (1994); P ik e a n d Coop er (1980); Roll (1981); Sa d ou l (1965); St ew a r t (1984); T h om a s (1990).

Over a fou r -yea r p er iod I h ave p r eser ved cop ies of t h e b est 30 exer cises r eceived . T h e exer cises p r esen t r ev iew s of 123 fi lm s bu t t h ese a r e, h ow ever, sk ew ed in t er m s of p a r t ic-u la r t it les, 65 of w h ich a r e a ccoic-u n t ed for a s follow s:

• Dea d Poets S ociety– 24 • L ea n on M e– 16 • T h e Pr in cip a l– 15 • Clock w ise– 10

To m a n y it m ay w ell com e a s a su r p r ise t h a t t h er e a r e so m a n y fi lm s in w h ich t h e r ole of p r in cip a l is p or t r ayed . N u m er ica lly, p r in ci-p a ls ca n n ot m a t ch t h e ci-p r ofu sion of good gu y s/ b a d gu y s/ p a st or s of t h e w est er n m ov ie. N ever t h eless, t h ey a r e p r esen t in m a n y (m ost of w h ose t it les give n o h in t of su ch ), a s t h e list in g of fi lm s for t h is p a p er in d ica t es (see Ta ble I). I m a k e n o cla im t h a t t h e list in clu d es a ll r eleva n t fi lm s – m a n y p or t r aya ls of p r in cip a ls a r e “t u ck ed aw ay ” in fi lm s a n d a r e r ea d -ily for got t en by t h e v iew er. It w a s p r ob a b ly on ly b eca u se of m y sp ecifi c in t er est t h a t I r eca lled a ft er v iew in g For rest Gu m pt h e r ole of t h e p r in cip a l t h er ein – a p r in cip a l w h o, h av in g en joyed t h e favou r s of For r est ’s m ot h er, a gr eed t o cer t ify t h a t h is IQ w a s 75, t h u s p er m it t in g h is sch oolin g t o t a k e p la ce in t h e “m a in st r ea m ”. N or d oes t h e follow in g list in g in clu d e ser ies m a d e for TV p r esen t a -t ion (“-t eleser ies”) su ch a s B r id es of Ch r ist, A n n e of Green Gablesa n d T o S er v e T h em A ll M y Da ys. Sim ila r ly, soa p op er a s su ch a s H om e a n d A w a ya n d H ea r tb rea k H igh a r e exclu d ed . Sp ecifi ca lly, t h is p a p er con sid er s on ly w h a t a r e con ven t ion a lly d efi n ed a s “fea t u r es” – fea t u r es for fi lm / cin em a a n d t elem ov ies w h ose d u r a t ion is gr ea t er t h a n 60 m in u t es.

Alt h ou gh t h er e a r e m a n y fi lm s t h a t in clu d e a p r in cip a l – a n d som e, e.g. M r Holla n d ’s Opu s, T h e S u b stitu te, p or t r ay t wo or t h r ee – t h e r ela t ive im p or t a n ce of t h e r ole a s m ea -su r ed , for exa m p le, by t im e on scr een , d is-p lay s gr ea t va r ia t ion . Th e fi lm en t it led sim is-p ly, T h e Pr in cip a l, p r ov id es a n exa m p le of p r in ci-p a l a s k ey r ole ci-p layer. Sim ila r fi lm s in t h is r esp ect a r e Clock w ise, L ea n on M e, Pr in cip a l of th e Gh etto, a n d Cra z y from th e Hea r t. Most fi lm s p r ov id e lim it ed foot a ge of t h e p r in cip a l a lt h ou gh t h er e a r e t wo va r ia n t s of su ch . In t h e fi r st ca se t h e r ole h a s r ela t ively lit t le b ea r in g on t h e m a in t h em e a n d ou t com e of t h e st or y. E xa m p les of su ch a r e t o b e fou n d in T ea ch ers, S in g, Grea se, a n d R eb el High. In t h e secon d ca se, a lt h ou gh lim it ed in a p p ea r a n ce, p r in ci-p a ls exer t gr ea t in fl u en ce on t h e ou t com e. Dea d Poets S ociety, Picn ic a t Ha n gin g R ock, a n d M r Holla n d ’s Op u sp r ov id e obv iou s exa m -p les of su ch . In t h e follow in g sect ion I n a r r a t e b r iefl y t h e st or y of a select ion of film s in ea ch of t h ese t wo b r oa d ca t e gor ies.

P r ior t o a n a n a ly sis of t h e p or t r aya l of p r in -cip a ls I p r esen t b r ief d escr ip t ion s of a sm a ll sa m p le of r eleva n t fi lm s. T h e d escr ip t ion s w ill com e by w ay of “st or y lin es” w h ich , in p a r t , w ill ser ve t o h igh ligh t sever a l of t h e fa ct or s id en t ifi ed d u r in g t h e w id er a n a ly sis a s w ell a s r efl ect in g t h e t wo b r oa d ca t e gor ies r efer r ed t o a b ove.

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A. Ro s s Tho mas As the y are po rtraye d: princ ipals in film Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 2 [1 9 9 8 ] 9 0 –1 0 0

Story lines – principal as “star”

The Principal

Via a d r u n k en , b a r -r oom b r aw l a n d t h e d em o-lit ion of h is ex-w ife’s lover ’s P or sch e w it h a b a seb a ll b a t , Rick La t im er is in t r od u ced t o t h e v iew er. La t im er is a t ea ch er a t

Willou gh by H igh in a w h it e, m id d le-cla ss a r ea of Los An geles. Dist u r b in g b a r s a n d P or sch es

in su ch a p u blic m a n n er is a m a t t er u n lik ely t o b e k e p t secr et a n d soon La t im er is ca lled b efor e t h e sch ool b oa r d . H is p u n ish m en t is eit h er d ism issa l or t h e p r in cip a lsh ip of Br a n -d el H igh ! H e op t s for t h e la t t er.

La t im er r id es h is H a r ley Dav id son t o Br a n d el for h is fi r st v isit , en r ou t e p a ssin g a bu n d a n t ev id en ce of a n im p over ish ed a n d d e gen -er a t e com m u n it y. T h e r em ova l of h is h elm et en a bles t h e v iew er t o h ea r La t im er ’s fi r st im p r ession s of Br a n d el: “Oh God !” Befor e h im , su r r ou n d ed by con cr et e p av in g a n d a t h r ee-m et r e h igh w ir e fen ce is a n old , t wo-st or ied b r ick sch ool, p h y sica lly d ecay in g, sca r r ed w it h gr a ffit i a n d d ecor a t ed w it h lit t er. H is a r r iva l a lso coin cid es w it h t h a t of a bla ck ga n g in a ca r ch a sin g w h it e b oy s.

Wit h in t h e sch ool La t im er w a s t o fi n d a n a r -ch y a m on g t h e st u d en t s a n d ext r em e a p a t h y a m on g t h e t ea ch er s. Br a n d el w a s t h e la st p ost for st u d en t d r op -ou t s; b eyon d t h is sch ool t h er e w a s n ow h er e for exp elled st u d en t s t o a t t en d . It w a s t h e b ot t om of t h e lin e fea t u r in g a ll t h e v ices in clu d in g ga n g w a r fa r e.

In sp it e of h is close in sp ect ion of t h e “J ob s Va ca n t ” colu m n s, La t im er st ay s a n d , in a m em or a ble fi r st a ssem bly, sp ells ou t a sim p le p h ilosop h y : “N o m or e!” N o m or e d r u gs, p r os-t ios-t u os-t ion a n d ga n g fi gh os-t s. T h e effecos-t of h is st a n d a p p ea r s sh or t -lived , h ow ever, a s t h e a ssem bly com es t o a n a b r u p t en d w h en t h e loca l ga n g lea d er (a n exp elled st u d en t ) w a lk s in a n d in st iga t es a r iot . La t im er is t old t o go; t h e sch ool is ga n g t er r it or y.

T h e fi lm t h en d ea ls w it h su ccessive cr ises a s La t im er d em a n d s effor t fr om t h e t ea ch er s a n d a cce p t a ble b eh av iou r fr om t h e st u d en t s. Bein g b ea t en u p h im self a n d h av in g h is H a r ley -Dav id son d est r oyed ser ve t o st iffen h is r esolve. H is em p h a sis on t ea ch in g a n d lea r n in g is m a n ifest in n u m er ou s con fr on t a t ion s; h e a ssist s in d iv id u a l t ea ch er s a n d st u -d en t s in n ee-d ; h e is u b iq u it ou s, sel-d om seen in h is office for lon g.

T h e fi lm p r ogr esses t o r evea l La t im er ’s st r en gt h a n d in t e gr it y a s h e seek s im p r oved op p or t u n it ies for h is st u d en t s. H e for m s a fr ien d sh ip w it h t h e ch ief cu st od ia n w h o is close by d u r in g t h e fi n a l, v iolen t sh ow d ow n b et w een La t im er a n d t h e ga n g lea d er.

La t im er t r iu m p h s a n d so t oo d o good over ev il a n d p ed a gogy over p a n d em on iu m .

Lean on M e

In t h is fi lm t h e m a in ch a r a ct er a lso a p p ea r s fi r st a s a t ea ch er – a dy n a m ic, in n ova t ive a n d u n con ven t ion a l t ea ch er of h ist or y a t E a st sid e H igh in P a t er son , N ew J er sey, in 1967. T h e sch ool w a s con sid er ed a t t h is t im e t o b e on e of t h e fi n est h igh sch ools in t h e USA. J oe Cla r k is a lso a n ou t sp ok en m em b er of t h e u n ion , v iew ed a s a n a git a t or, a n d t r a n sfer r ed ou t of t h e d ist r ict .

Table I

Fe ature films vie we d Breakfast Club, The (1985) Browning Version, The (1996) Chocolate War, The (1988) Class Act (1992) Class of 1984 (1982) Class of 1999 (1989) Clockwise (1985) (UK) Conrack (1974)

Crazy from the Heart (1991) Dangerous M inds (1995) Dead Poets Society (1989) December (1991)

Father’s Homecoming, A (1989) Ferris Bueller’s Day Off (1986) Flirting (1990) (AUST) Forrest Gump (1994) 14 Going on 30 (1987) Grange Hill (1983) (UK) Grease (1978)

Hot Times at M ontclair High (1989) In and Out (1997)

Kindergarten Cop (1990) Lean on M e (1989) Listen to M e (1989) Lucas (1986)

M r Holland’s Opus (1995) Permanent Record (1988)

Picnic at Hanging Rock (1975) (Australia) Please Sir (1971) (UK)

Power of One, The (1992) Principal, The (1987) Principal of the Ghetto (1986) Pump up the Volume (1990) Rebel High (1988)

Rock’N’Roll High School Forever (1990) Ryan White Story, The (1988)

Sam’s Son (1983) Scent of a Woman (1992) School Ties (1992) Sing (1989)

Stand and Deliver (1988) Student Exchange (1988) Student Confidential (1987) Substitute, The (1993) Teachers (1984)

Three M en and a Little Lady (1990) To Sir With Love (1967) (UK) Toy Soldiers (1991)

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A. Ro s s Tho mas As the y are po rtraye d: princ ipals in film Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 2 [1 9 9 8 ] 9 0 –1 0 0

Tw en t y yea r s la t er Cla r k is sh ow n a s t h e p r in cip a l of a r u r a l com m u n it y sch ool, d isen -ch a n t ed w it h ed u ca t ion , m er ely goin g t h r ou gh t h e m ot ion s. In a r ever sa l of t h e m a ch in a t ion s t h a t t ook h im fr om E a st sid e, a p olit ica l m ove t o save t h e m ayor ’s elect or a l p osit ion a n d t h e sch ool fr om b ein g t a k en over by t h e St a t e De p a r t m en t of E d u ca t ion , Cla r k is r et u r n ed t o h is for m er sch ool a s p r in cip a l: n o on e else w a n t ed t h e job !

Du r in g Cla r k ’s 20-yea r s a b sen ce E a st sid e h a s ch a n ged : t h e gr ou n d s a r e n ow sq u a lid ; t h e w a lls a r e cover ed in gr a ffit i; a 300-st r on g gr ou p of d r u g d ea ler s, d r u g r u n n er s a n d t r ou ble m a k er s effect ively r u n s t h e sch ool; t ea ch -er s a r e p ow -er less a n d m or a le h a s colla p sed ; a ca d em ic fa ilu r e is t h e n or m for st u d en t s. Cla r k is given t wo t a sk s. T h e fi r st is set by t h e m ayor w h o d em a n d s t h a t t h e sch ool’s b a sic t est scor e of 38 p er cen t (t h e low est in t h e st a t e) b e r a ised t o 75 p er cen t in 12 m on t h s t o avoid St a t e t a k eover. Cla r k a n d t h e su p er in -t en d en -t se-t -t h e secon d : r es-t or e s-t u d en -t s’ p r id e in t h eir sch ool.

For Cla r k , a p p oin t m en t t o E a st sid e sp ells r eju ven a t ion . Relen t lessly h e p u r su es h is ob ject ives. At h is fi r st a ssem bly h e exp els t h e 300 t r ou ble m a k er s. Tea ch er s a r e su m m a r ily d ism issed or su sp en d ed , for exa m p le, t h e ch oir t ea ch er for t ea ch in g t h e p r ed om in a n t ly bla ck a n d H isp a n ic st u d en t s t o p er for m Moza r t in t h e ch or a l fest iva l. A m a n of in t en se en er gy, Cla r k is seen ever y w h er e a b ou t t h e sch ool st r iv in g a n d d r iv in g, t oler a t in g n o con t r a r y b eliefs. T h e on ly r ela t ion sh ip s of a n y w a r m t h a r e r eser ved for st u -d en t s w h o seek su ccess.

Cla r k fi gh t s t h ose ou t sid e sch ool w h o op p ose h im . A con sp ir a cy in volv in g t h e m ot h er w h ose son h e exp elled , t h e su p er in -t en d en -t ca u gh -t in a d ilem m a b e-t w een p r in ci-p a l a n d Boa r d of E d u ca t ion , a n d t h e loca l m ayor a n d t h e fi r e ch ief, sees Cla r k ja iled for lock in g st u d en t s in sch ool – “t o k ee p t r ou ble-m a k er s ou t a n d st r iver s in ”. P r essu r e fr oble-m t h e st u d en t s for h is r elea se a n d t h e a ch ieve-m en t of 75 p er cen t in t h e b a sic sk ills t est en su r e Cla r k ’s fr eed om a n d a sa t isfy in g con -clu sion t o t h e fi lm .

Clockwise

T h is is a com edy in w h ich J oh n Cleese p lay s t h e r ole of Br ia n St im p son , h ea d m a st er of t h e w ell-d iscip lin ed , su ccessfu l a n d , so it seem s, est eem ed T h om a s Tom p ion Com p r eh en sive Sch ool in a n E n glish su bu r b a n set t in g (a n d t h e sign ifi ca n ce of t h e ch oice of Tom p ion ’s n a m e d id n ot r e gist er w it h m e u n t il I ob ser ved h is h a n d iwor k a s a clock m a k er in t h e m u seu m a t Gr een w ich ).

St im p son is t a ll, w ell gr oom ed , clot h ed in d a r k su it a n d t ie. H is m a n n er a n d b ea r in g a r e r efl ect ed in t h e op er a t ion of h is sch ool. Tim e

is t h e essen ce – n on e m u st b e w a st ed ; st a r t in g a n d st op p in g a r e k ey com p on en t s of a ll a ct iv i-t ies a n d m u si-t , i-t h er efor e, occu r p r ecisely a i-t p r ed et er m in ed t im es. T h e t im et a ble is com -p u t er gen er a t ed a n d a lm ost a n im a t e in t er m s of it s p r esen ce a n d in fl u en ce. F r om h is office – t wo w a lls of w h ich a r e v ir t u a lly m a d e of gla ss – a n d t h r ou gh h is b in ocu la r s, St im p son ca n r ea d ily m on it or a ll ext er n a l a ct iv it ies, r elay in g m essa ges t o t h e p laygr ou n d by p u b -lic a d d r ess sy st em . T h e sch ool a ssem bly fol-low s a p r ecise seq u en ce; ch ild r en w h o a r e t o b e p u n ish ed m u st r e p or t t o St im p son ’s office a t a p r ecise t im e (a n d so t oo m u st Mr s St im p -son w a it h er t u r n !); t ea ch er s a r e, of cou r se, exp ect ed t o b e p u n ct u a l.

T h e r e p u t a t ion of h is sch ool ser ves, in la r ge m ea su r e, t o a t t r a ct t h e a t t en t ion of t h e H ea d -m a st er s’ Con fer en ce a n d lea d s it t o offer t h e ch a ir m a n sh ip t o St im p son – t h e fi r st n on p r iva t e-sch ool h ea d m a st er t o b e so h on ou r ed . Det er m in ed ly h e set s ou t t o im p r ess t h ose w h o a r e h en cefor t h t o b e h is p eer s:

Tod ay I w ill b e ch a ir in g t h e H ea d m a st er s’ Con fer en ce … it is a con fer en ce for t h e fee-p ay in g sch ools, t h e fee-p osh sch ools, t h e on es w e a ll look d ow n ou r n oses a t , t h e on es w e wou ld sen d ou r ch ild r en t o, if on ly w e h a d t h e m on ey.

An d w it h t h ose wor d s so b e gin s a n in cr ed ible ser ies of m ish a p s.

Sa d ly, St im p son ’s h ea d is so fu ll of t h e fi n e t h in gs t o b e sa id in h is sp eech t h a t h e ca t ch es t h e w r on g t r a in , leaves h is officia l sp eech b eh in d , en list s t h e a id of a fem a le st u d en t (w h o is t r u a n t in g in r ea ct ion t o a n u n h a p py a ffa ir w it h on e of h is t ea ch er s) t o d r ive h im t o t h e con fer en ce w it h ou t a dv isin g h er p a r en t s. T h e ca r is r e p or t ed st olen a n d t h e gir l k id -n a p p ed . Soo-n St im p so-n is p u r su ed by t h e p olice, t h e gir l’s p a r en t s, h is w ife a n d sever a l eld er ly la d ies. N ever t h eless, h e r ea ch es h is d est in a t ion bu t in t h or ou gh ly d ish evelled st a t e.

T h e fi lm is, of cou r se, t y p ica l Cleese. T h e v iew er n eed s a v iv id im a gin a t ion in d eed t o a cce p t t h a t t h er e is a n y r ea lit y r em a in in g in t h e st or y a s St im p son a d d r esses t h e con fer en ce a s h e wou ld a sch ool a ssem bly. N ever t h eless, t o ob ser ve t h e h ea d m a st er s in t h is m om en t of fa r ce is p er h a p s t o ca t ch a glim p se of t h e r ea l wor ld of in d e p en d en t sch oolin g – a r oom fu ll of m id d lea ged , gr ey -su it ed m en , sh ock ed by t h e p r esen ce of wom en a n d w h ose d iscu ssion s h it h er t o h ave con cer n ed t h e m er it s of sola r iu m s in t h eir sch ools a n d b oa st in gs of h av in g t h e sa m e a ccou n t a n t a s Mick J a gger.

Crazy from the Heart

T h is fi lm is set in t h e sm a ll t ow n of Tid ew a -t er, Texa s. P r in cip a l of -t h e h igh sch ool is Ch a r lot t e Ba in , in h er la t e t h ir t ies, sin gle bu t

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in a n a p p a r en t ly p u blicly a cce p t a ble r ela t ion -sh ip w it h a P E t ea ch er on h er st a ff. Sh e h a s b een t h e p r in cip a l of t h e sch ool for seven yea r s – t h e sa m e sch ool t h a t sh e h er self a t t en d ed a s a gir l. In t h e sch ool a n d in t h e com m u n it y t h er e exist s a sim m er in g t en sion b et w een t h e w h it e m a jor it y a n d t h e H isp a n -ics. Ch a r lot t e is a dv ised t h a t sh e is m ost lik ely t o b ecom e t h e n ew a ssist a n t su p er in -t en d en -t .

In a m ov in g scen e Ch a r lot t e is seen a d d r essin g t h e p r oblem of p r e gn a n cy for a sen ior st u d en t . E r n est o, Mexica n b or n , n ew ly a r r ived t em p or a r y ja n it or, com p lim en t s Ch a r lot t e on h er sen sit ive h a n d lin g of t h e sit u a t ion . Tu r n in g h er b a ck on h er lon g-t im e lover, sh e m a k es a d a t e w it h E r n est o. T h ey cr oss t h e b or d er in t o Mexico a n d , on t h e sp u r of t h e m om en t , m a r r y. T h is is for Ch a r lot t e a n a dven t u r e n ever exp er ien ced a n d t h e st er eo-t y p ica l b on d s eo-t h a eo-t a r e exp eceo-t ed of h er b e gin t o b r ea k .

N ext follow s a p er iod of m en t a l t u r bu len ce – w h et h er t o live w it h E r n est o on h is sm a ll r a n ch or t o a cced e t o w h a t t h e com m u n it y a n d t h e sch ool b oa r d wou ld exp ect of h er. In Tid ew a t er t h er e a r e n o secr et s; gossip lu b r i-ca t es t h e d ay -by -d ay a ct iv it ies of t h e t ow n . As Ch a r lot t e com p la in s: “You ca n ’t fa r t sid ew ay s in t h is t ow n w it h ou t t h e n eigh b ou r s com -p la in in g a b ou t t h e n oise.”

Accu sed by E r n est o of b igot r y, Ch a r lot t e a gon ises over h er va lu es a n d h er r ela t ive in d e p en d en ce. Adv ised by t h e ch a ir of t h e b oa r d t h a t h er r ela t ion sh ip w it h t h e ja n it or is u n a cce p t a ble, Ch a r lot t e is a dv ised t o r econ -sid er h er p osit ion if sh e is t o r et a in h er r ole. N o r ela t ion sh ip w it h E r n est o, le ga lly m a r -r ied o-r ot h e-r w ise, is a cce p t a ble t o t h e b oa -r d . Ch a r lot t e is a dv ised t o r et u r n t o h er w h it e P E t ea ch er.

Bu t sh e st a n d s fi r m , a ccu ses t h e sch ool b oa r d of b igot r y a n d a dv ises t wo of it s m em -b er s t h a t in h er p r iva t e t im e t h ey ca n con t a ct h er a t E r n est o’s r a n ch . In fu t u r e t h ey sh ou ld a lso a d d r ess h er a s Mr s E r n est o De Ver e z, t h u s effect ively ch a llen gin g t h e b oa r d ’s r igh t t o in t er fer e w it h h er p r iva t e self.

Story lines – principal as cameo

Dead Poets Society

T h e set t in g for t h is fi lm is t h e N ew E n gla n d r e gion of t h e USA in 1959. T h e sch ool is Wel-t on Aca d em y for Boy s, a lon g-esWel-t a blish ed b oa r d in g sch ool w h ose st u d en t s a r e d r aw n for m t h e u p p er socio-econ om ic st r a t u m of Am er ica n societ y. Gen er a t ion s of fa m ilies h ave a t t en d ed Welt on – a sch ool st ee p ed in t r a d it ion .

J oh n Kea t in g, a n old b oy of Welt on , a gr a d u -a t e of Oxfor d w it h t e-a ch in g exp er ien ce in -a p r est igiou s E n glish sch ool, is a p p oin t ed t o

t ea ch E n glish . P r om p t ly h e d isa ssocia t es h im self fr om t h e con ser va t ive t ea ch in g p r a c-t ices of c-t h e sch ool a n d ch a llen ges c-t h e m in d s of h is st u d en t s. H is love of E n glish lit er a t u r e a n d p oet r y st im u la t es m a n y of t h e b oy s bu t a lso r ea d ily a git a t es old er st a ff m em b er s a n d t h e p r in cip a l. Kea t in g’s p h ilosop h y em er ges in a d iscu ssion w it h old er t ea ch er s. Accu sed by a collea gu e of r u n n in g a “b ig r isk en cou r -a gin g t h em t o b ecom e -a r t ist s, for w h en t h ey r ea lise t h ey a r e n ot Rem b r a n d t s,

Sh a k esp ea r es or Moza r t s t h ey w ill h a t e you for it ”, Kea t in g r esp on d s: “We a r e n ot t a lk in g a b ou t a r t ist s bu t fr ee t h in k er s”. T h e d iscu s-sion en d s w it h ea ch u sin g a q u ot a t ion a s ev id en ce. T h e old er t ea ch er st a t es, “Sh ow m e t h e h ea r t u n fet t er ed by foolish d r ea m s a n d I’ll sh ow you a h a p py m a n ”, t o w h ich Kea t in g r e p lies, “On ly in t h eir d r ea m s ca n m en b e t r u ly fr ee, ’t w a s a lw ay t h u s a n d a lw ay t h u s w ill b e”.

Bu t a cr isis d escen d s u p on t h e sch ool. In fl u -en ced by Kea t in g, on e of t h e s-en ior b oy s d ecid es t h a t h e w ill p u r su e a ct in g a s a ca r eer. T h w a r t ed by h is fa t h er ’s in sist en ce on a ca r eer in m ed icin e a n d by t h e p r in cip a l’s in t r a n sigen ce, t h e b oy su icid es. Kea t in g is m a d e sca p e goa t by t h e p r in cip a l a n d d ism issed .

T h e p r in cip a l is Mr N ola n , m id d le -a ged , p or t ly a n d gr ey in g, t h e e p it om e of t r a d it ion , a lw ay s b esu it ed a n d a t t im es d r essed in a ca d em ic gow n . H e m a k es r ela t ively few a p p ea r -a n ces bu t -a ll w it h gr e-a t im p -a ct . In t h e sch ool’s op en in g-of-t er m cer em on y, in h is ch a llen ge t o Kea t in g’s t ea ch in g m et h od s a n d in h is r ela t ion sh ip s w it h p a r en t s a n d b oy s, N ola n is seen a s a u t ocr a t ic a n d m a n ip u la t ive, con ser va t ive a n d blin d ed by h is p er ce p t ion of t r a d it ion . It is on ly w h en N ola n t a k es over Kea t in g’s E n glish cla ss a t t h e close of t h e fi lm t h a t t h e v iew er is w it n ess t o t h e cr a ck s in h is a r m ou r a n d t h e ch a llen ge t o h is in fa llib ilit y.

Teachers

T h e “st a r ” of t h is fi lm is a lso a t ea ch er. Lik e J oh n Kea t in g, Alex J u r el is in n ova t ive, u n con ven t ion a l a n d excit in g w h en in fr on t of h is cla ss. Du r r ell is, h ow ever, a ch a r a ct er w h o is given over t o d issip a t ion a n d w h ose w eek -en d a ct iv it ies -en su r e t h a t get t in g t o sch ool on Mon d ay s is a p a r t icu la r ly a r d u ou s u n d er t a k -in g.

H is u r b a n sch ool is J oh n F. Ken n edy H igh w h ich , lik e t h e p r esid en t a ft er w h ich it w a s n a m ed , p r esen t s a p er son a of con sid er a ble st a n d in g bu t h id es it s ot h er self t h r ou gh su b -t er fu ge, d ir ec-t ed , in -t h is ca se, by i-t s d e p u -t y, Roger Ru ble, a n d su st a in ed by a n a cq u ies-cen t , in com p et en t p r in cip a l, Mr H or n . T h e sch ool’s p h ilosop h y is t o t ea ch t o t h e m a jor it y of it s clien t s – it s m id d le r a n ge st u d en t s – w h ile leav in g t h ose a t t h e ext r em es of t h e

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a b ilit y sp ect r u m t o t h eir ow n d ev ices, esp e-cia lly t h e u n d er a ch iever s: “P u sh a s m a n y k id s t h r ou gh t h e p ip elin e a s p ossible” is a n op en ly -exp r essed sen t im en t ; p a ss a s m a n y a s p ossible w it h ou t u n d u e com m it m en t ; k ee p t h e st a t ist ics favou r a ble t o t h e sch ool.

J u r el id en t ifi es E d d ie a s a st u d en t w it h p ot en t ia l, bu t p er for m in g b a d ly b elow h is level of a b ilit y, a n d w h ose life r evolves a r ou n d t h e a ct iv it ies of t h e ga n g h e lea d s. J u r el’s p lea for ext r a r esou r ces for E d d ie is r ebu ffed by t h e d e p u t y : “ I’m n ot w a st in g w h a t t im e a n d m on ey I h ave on on e k id ”.

A p a r en t su es t h e sch ool d ist r ict b eca u se h er son , w h o gr a d u a t ed fr om J oh n F. Ken n edy H igh , is, in fa ct , illit er a t e. Du r in g t h e t a k in g of d e p osit ion s t h e d e p u t y a n d sch ool b oa r d com b in e w it h t h eir law yer t o su bver t t h e cou r se of ju st ice, m a k in g it v ir t u a lly im p ossible for a p r op er en q u ir y t o p r oceed . T h e p r in -cip a l, b r iefed by t h e Boa r d , follow s or d er s a n d p r ov id es a lit a n y of a m b igu ou s a n d va cu ou s a n sw er s.

J u r el a n d on e ot h er t ea ch er r efu se t o lie a n d t h e b oa r d a n d t h e d e p u t y p r in cip a l a t t em p t t o d iscr ed it t h em . T h e ca se is r esolved by ou t -of-cou r t set t lem en t .

It is a p p r op r ia t e t h a t a fi lm of t h is n a m e sh ou ld h igh ligh t som e a sp ect s of t ea ch in g. In a d d it ion t o J u r el, t h e sch ool a lso b oa st s a n ou t st a n d in g ed u ca t or w h o ca p t iva t es h is cla ss t ea ch in g Am er ica n h ist or y. H e m a sq u er a d es a s Lin coln p r esen t in g t h e Get t y sbu r g a d d r ess; h e cr ea t es a r ow in g b oa t fr om ch a ir s a n d b r oom s a n d en a ct s Wa sh in gt on ’s cr oss-in g of t h e Delaw a r e oss-in 1776. Bu t t h e m a n is a n esca p ee fr om a n a sy lu m . J u r el a n d st u d en t s, a p p r ecia t ive of excellen t t ea ch in g, a r e sa d -d en e-d w h en h e is r et u r n e-d t o t h e in st it u t ion a n d fa r ew ell h im w it h r esp ect a n d aw e!

Picnic at Hanging Rock

T h e fi lm is set in r u r a l Vict or ia in 1900. T h e sch ool, Ap p leya r d Colle ge, is a n “E d u ca t ion a l est a blish m en t for You n g La d ies”. E n r olm en t a p p ea r s t o b e a lit t le m or e t h a n 20 gir ls. T h e sch ool is exclu sive, ca t er in g on ly for t h ose w h ose fa m ilies ca n a ffor d t h e fees a n d w h o d esir e a “fi n ish in g” p r ogr a m for t h eir d a u gh t er s.

T h e m a in t h em e of t h e fi lm r ela t es t o t h e sch ool p icn ic h eld on St Va len t in e’s Day a t n ea r by H a n gin g Rock . Fou r gir ls clim b t h e r ock ; t h r ee d isa p p ea r (on e t o b e fou n d sever a l d ay s la t er ) a n d a lso a t ea ch er w h o sea r ch es for t h em . In sp it e of w id esp r ea d sea r ch es t h e d isa p p ea r a n ces r em a in a m y st er y.

T h e m y st er y, cou p led w it h a n a bu n d a n ce of r u m ou r s, h a s a n a dver se effect on t h e sch ool. Gir ls a r e w it h d r aw n a n d en r olm en t s ca n -celled . As it s in com e d eclin es t h e sch ool’s closu r e is a ssu r ed . On e of t h e gir ls, a n or p h a n

w h ose fees h ave n ot b een p a id a n d w h o m u st leave, su icid es.

T h e secon d t h em e of t h e fi lm is t h e d isin t e-gr a t ion of t h e or d er ed , r a t ion a l wor ld of t h e h ea d m ist r ess, Mr s Ap p leya r d . H er q u a lifi ca -t ion s a s h ea d m is-t r ess a r e p r ob a b ly b es-t d escr ib ed in t h e n ovel (Lin d say, 1967) fr om w h ich t h e fi lm w a s m a d e:

Wh et h er t h e H ea d m ist r ess of Ap p leya r d Colle ge … h a d a n y p r ev iou s exp er ien ce in t h e ed u ca t ion a l fi eld , w a s n ever d iv u lged . It w a s u n n ecessa r y. Wit h h er h igh p iled gr ey -in g p om p a d ou r a n d a m p le b osom , a s r igid ly con t r olled a n d d iscip lin ed a s h er p r iva t e a m b it ion s, t h e ca m eo p or t r a it of h er la t e h u sb a n d fl a t on h er r esp ect a ble ch est , t h e st a t ely st r a n ger look ed p r ecisely w h a t t h e p a r en t s exp ect ed of a n E n glish

H ea d m ist r ess. An d a s look in g t h e p a r t is w ell k n ow n t o b e m or e t h a n h a lf t h e b a t t le in a n y for m of bu sin ess en t er p r ise … t h e Col-le ge, fr om t h e ver y fi r st d ay, w a s a su ccess … (p. 9)

Bu t su ch q u a lit ies a r e in su fficien t t o p r even t t h e t r a gic even t s a t H a n gin g Rock , or t o cop e w it h t h e d est r u ct ive effect s of su ch on Ap p leya r d Colle ge. Con fr on t ed by cr ises, t h e h ea d -m ist r ess t a k es h er ow n life by ju -m p in g fr o-m t h e r ock .

Analysis

An a ly sis of d a t a of t h e k in d ga t h er ed in t h is p r oject cou ld b e p u r su ed in sever a l w ay s. Ult im a t ely, h ow ever, t h e p a t h w ay follow ed w ill b e d et er m in ed by t h e p u r p ose of t h e st u dy it self. T h is, t h e r ea d er w ill r eca ll, is t o see if t h e p r in cip a l is p or t r ayed in st er eot y p i-ca l fa sh ion in fi lm . T h u s, t o sa t isfy t h is ob jec-t ive, ijec-t w a s con ced ed jec-t h a jec-t m u ch of jec-t h e fi n e d et a il of a n a ly sis a n d r e p or t in g t h a t cou ld b e d ir ect ed a t in d iv id u a l fi lm s m u st b e for feit ed in favou r of m or e sw ee p in g st a t em en t s. Accor d in gly, t h is sect ion n ow a n a ly ses t h e fi lm r ev iew s, fi r st in t er m s of t h e n a t u r e of t h e fi lm s, secon d , t h e sch ool set t in gs, a n d t h ir d , t h e p r in cip a ls t h em selves.

The films

In a w ay, on e b r oa d a n a ly sis of fi lm s t h a t in clu d e p r in cip a ls h a s b een com p let ed a b ove, n a m ely, t h ose in w h ich t h e p r in cip a l is t h e m a in ch a r a ct er or focu s, a n d t h ose in w h ich t h e p r in cip a l a p p ea r s a s a lesser r ole w it h or w it h ou t a d iscer n ible in fl u en ce on t h e st or y lin e. In t h e la t t er ca t e gor y t h e k ey ch a r a ct er s m ay b e st u d en t s, t ea ch er s, a ssist a n t p r in ci-p a ls, or ot h er s su ch a s ci-p a r en t s. Of t h e fi lm s r ev iew ed , occu p a n cy of t h e m a in r ole is, in la r ge m ea su r e, a s follow s:

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A. Ro s s Tho mas As the y are po rtraye d: princ ipals in film Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 2 [1 9 9 8 ] 9 0 –1 0 0

• p r in cip a l – 8;

• a ssist a n t (d e p u t y ) p r in cip a l – 2; • t ea ch er s – 12;

• st u d en t s – 23; • p a r en t s/ ot h er s – 3.

Cla ssifi ca t ion cou ld , of cou r se, b e d er ived fr om t h e ca t a logu e a t m y loca l v id eo st or e w h er ein fi lm s a r e list ed u n d er : a ct ion / a dven t u r e; ch ild r en / fa m ily ; com edy ; d r a m a / t h r iller ; h or r or / scien ce fi ct ion ; m u sic a n d m u sica ls; sp ecia l in t er est ; sp or t s a n d r ecr e-a t ion ; w est er n ; w e-a r ; e-a n d , e-a t t h e en d of t h e ca t a logu e (con t r a r y t o it s r igh t fu l a lp h a b et i-ca l p la cem en t ), a d u lt a u d ien ce. F ilm s t h a t in clu d e p or t r aya ls of p r in cip a ls a r e, for t u -n a t ely, -n ot list ed u -n d er a ll t h ese h ea d i-n gs.

If on e w er e t o r ecom m en d t h e u se of t h e fi lm s r ev iew ed a s u sefu l in p r e p a r a t ion p r ogr a m s for sch ool a d m in ist r a t or s, u n d ou b t -ed ly t h e cr -ed ib ilit y of ea ch wou ld com e u n d er scr u t in y. Wh et h er or n ot t h e con t en t s of a fi lm a r e b eliev a b le is p r ob a b ly a d ecision left t o in d iv id u a l v iew er s. Alt h ou gh I d o n ot seek t o ca st a d a m p en er on en joy m en t of t h e fa n t a sises of t h e fa r fet ch ed , I m u st w a r n t h a t sev -er a l of t h e fi lm s w ill ch a llen ge a cce p t a n ce by even t h e m ost cr ed u lou s of v iew er s. Clock -w ise,for exa m p le, a lt h ou gh b eliev a b le a t t h e ou t set , sp in s in t o t h e zon e of t h e ca r ica t u r e a s J oh n Cleese p or t r ay s h ea d m a st er St im p son . In R ock ’N ’R oll H igh S ch ool Forev er, n ot w it h -st a n d in g im p r ovem en t s in -st u d en t s’ a ca d em ic a ch ieveem en t s, t h e sch ool b oa r d is d issa t -isfi ed w it h st u d en t d iscip lin e. It con vey s t h is m essa ge t o t h e p r in cip a l:

You ’r e t oo soft for t h is job. You m ay k n ow h ow t o t ea ch bu t you d on ’t k n ow h ow t o d iscip lin e. We’r e goin g t o fi n d som eon e w h o d oes!

T h e b oa r d a p p oin t s a fem a le v ice-p r in cip a l, Dr Va d er, w h o lit er a lly p ossesses a n ir on fi st , w ea r s a gr ey, Gest a p o-lik e u n ifor m a n d en ca ses t h e sch ool in a n elect r ifi ed fen ce. Coin cid en t a lly, t h is fi lm con t in u es a scr ip t -w r it er ’s t r a d it ion of n a m in g t h e h igh sch ool a ft er a for m er US p r esid en t , in t h is ca se, Ron a ld Rea ga n H igh . T h e p r a ct ice con t in u es in Cla ss of 1999 w h er ein t h e p r in cip a l of t h e Ly n d on B. J oh n son H igh , a sch ool r a ck ed w it h d r u gs, p r ost it u t ion a n d ga n g w a r fa r e, h ir es a n ew for m of d iscip lin a r ia n t ea ch er s: “T h ey h ave n o m er cy, t h ey h ave n o com p a s-sion , t h ey a r e n ot h u m a n – t h ey a r e d ea d ly cy b or gs, h u m a n r ob ot s p r ogr a m m ed t o k ill a t t h e sligh t est im p u lse”. E lsew h er e, in R eb el H igh, t h e v iew er is a sk ed t o a p p r ecia t e t h e u n iq u en ess of t h is p a r t icu la r in st it u t ion – t h e on ly sch ool w it h it s ow n cem et er y in w h ich a r e in t er r ed st u d en t s, t ea ch er s a n d m ost of t h e 69 p r in cip a ls it h a s su ffer ed d u r in g t h e p a st t wo yea r s. T h e fi r st of t h e t wo p r in cip a ls

p or t r ayed in t h e fi lm w ea r s a h ea r in g a id a n d a st eel h elm et , h a s blood p r essu r e of 180/ 120, m eet s h is n ew a ssist a n t p r in cip a l, Mr N or -m a n Relic, a n d won d er s w h y t h e sch ool fl a g fl ies con t in u ou sly a t h a lf-m a st . T h ese t h r ee fi lm s, a n d a h a n d fu l of ot h er s t h a t h igh ligh t t h e r elen t less d efea t a n d d em or a lisa t ion of p r in cip a ls by st u d en t s, p r ob a b ly d eser ve a gen r e a ll of t h eir ow n – execr a ble!

E lsew h er e, in fi lm s less gr ot esq u e in con -ce p t ion , v iew er s’ cr ed u lit y w ill st ill b e ch a l-len ged by even t s p or t r ayed . For exa m p le, cou ld t h e ill d iscip lin e, t h e v u lga r it y a n d t h e r a n ge of a n t i-socia l b eh av iou r s, in clu d in g v iolen ce, sh ow n in T h e Pr in cip a lr ea lly b e r e p r esen t a t ive of a n y sch ool? Let t h e u n b e-liever b ew a r e – L ea n on M ea n d Pr in cip a l of th e Gh ettoa r e b a sed on t r u e st or ies! T h e t h em e of st u d en t v iolen ce r efl ect ed in su ch fi lm s ca n b e t r a ced t o B la ck b oa rd J u n gle (1955) a n d t h e st a r t lin g r evela t ion t h er ein . T h e p r in cip a l’s d en ia l of t h e ju n gle – “T h er e is n o d iscip lin e p r oblem in t h is sch ool, Mr Da d ier, a s lon g a s I’m p r in cip a l” – st a gger s h is n ew est E n glish t ea ch er w h o, elsew h er e in t h e fi lm , sh ou t s h is ou t r a ge a t a for m er col-le ge p r ofessor :

Wh a t ’s t h e p oin t of t ea ch in g if k id s d on ’t ca r e a b ou t ed u ca t ion ? You w er e m y p r ofes-sor in colle ge. You sh ou ld h ave t a u gh t m e h ow t o d ea l w it h a n IQ of 66. If I’m goin g t o b e a lion t a m er, I sh ou ld t ea ch w it h a ch a ir a n d a w h ip.

T h e fi lm s v iew ed w er e p r od u ced t h r ou gh t h e p er iod 1967 (T o S ir W ith L ov e) – 1997 (In a n d Ou t). Of t h ese, h ow ever, 25 a r e p r od u ct ion s of t h e 1980s. T h is m ay b e a r efl ect ion by t h e fi lm com m u n it y of a n in cr ea sed in t er est in ed u ca -t ion a n d a con cer n for -t h e q u a li-t y of sch ools a n d for t h ose w h o in h a b it t h em . It is a lso a r efl ect ion on t h e a ccessib ilit y of fi lm s of m or e r ecen t or igin on v id eo t a p e. Sever a l fi lm s r eleva n t t o t h is p r oject t h a t cou ld n ot b e p r o-cu r ed a r e sh ow n in Ta ble II. Ot h er fi lm s m ay b e id en t ifi ed in Gold st ein a n d Zor n ow (1980).

Table II

Fe ature films to be vie we d Belles of St Trinian’s, The (1955) (UK) Blackboard Jungle (1955) (USA) Browning Version, The (1951) (UK) Child’s Play (1972) (US)

Ernest Green Story, The (NA) (US) Getting of Wisdom, The (1977) (Australia) Happiest Days of Your Life, The (1950) (UK) High School (1968) (US)

If (1968) (UK) M elody (1971) (UK)

Prime of M iss Jean Brodie, The (1969) (UK) Up the Down Staircase (1967) (US)

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A. Ro s s Tho mas As the y are po rtraye d: princ ipals in film Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 2 [1 9 9 8 ] 9 0 –1 0 0

Picnic at Hanging Rock

w h ose fees h ave n ot b een p a id a n d w h o m u st leave, su icid es.

Analysis

The films

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A. Ro s s Tho mas As the y are po rtraye d: princ ipals in film Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 2 [1 9 9 8 ] 9 0 –1 0 0

• p r in cip a l – 8;

• a ssist a n t (d e p u t y ) p r in cip a l – 2; • t ea ch er s – 12;

• st u d en t s – 23; • p a r en t s/ ot h er s – 3.

If on e w er e t o r ecom m en d t h e u se of t h e fi lm s r ev iew ed a s u sefu l in p r e p a r a t ion p r ogr a m s for sch ool a d m in ist r a t or s, u n d ou b t -ed ly t h e cr -ed ib ilit y of ea ch wou ld com e u n d er scr u t in y. Wh et h er or n ot t h e con t en t s of a fi lm a r e b eliev a b le is p r ob a b ly a d ecision left t o in d iv id u a l v iew er s. Alt h ou gh I d o n ot seek t o ca st a d a m p en er on en joy m en t of t h e fa n t a sises of t h e fa r fet ch ed , I m u st w a r n t h a t sev -er a l of t h e fi lm s w ill ch a llen ge a cce p t a n ce by even t h e m ost cr ed u lou s of v iew er s. Clock -w ise,for exa m p le, a lt h ou gh b eliev a b le a t t h e ou t set , sp in s in t o t h e zon e of t h e ca r ica t u r e a s J oh n Cleese p or t r ay s h ea d m a st er St im p son . In R ock ’N ’R oll H igh S ch ool Forev er, n ot w it h -st a n d in g im p r ovem en t s in -st u d en t s’ a ca d em ic a ch ieveem en t s, t h e sch ool b oa r d is d issa t -isfi ed w it h st u d en t d iscip lin e. It con vey s t h is m essa ge t o t h e p r in cip a l:

You ’r e t oo soft for t h is job. You m ay k n ow h ow t o t ea ch bu t you d on ’t k n ow h ow t o d iscip lin e. We’r e goin g t o fi n d som eon e w h o d oes!

T h e b oa r d a p p oin t s a fem a le v ice-p r in cip a l, Dr Va d er, w h o lit er a lly p ossesses a n ir on fi st , w ea r s a gr ey, Gest a p o-lik e u n ifor m a n d en ca ses t h e sch ool in a n elect r ifi ed fen ce. Coin cid en t a lly, t h is fi lm con t in u es a scr ip t -w r it er ’s t r a d it ion of n a m in g t h e h igh sch ool a ft er a for m er US p r esid en t , in t h is ca se, Ron a ld Rea ga n H igh . T h e p r a ct ice con t in u es in Cla ss of 1999 w h er ein t h e p r in cip a l of t h e Ly n d on B. J oh n son H igh , a sch ool r a ck ed w it h d r u gs, p r ost it u t ion a n d ga n g w a r fa r e, h ir es a n ew for m of d iscip lin a r ia n t ea ch er s: “T h ey h ave n o m er cy, t h ey h ave n o com p a s-sion , t h ey a r e n ot h u m a n – t h ey a r e d ea d ly cy b or gs, h u m a n r ob ot s p r ogr a m m ed t o k ill a t t h e sligh t est im p u lse”. E lsew h er e, in R eb el H igh, t h e v iew er is a sk ed t o a p p r ecia t e t h e u n iq u en ess of t h is p a r t icu la r in st it u t ion – t h e on ly sch ool w it h it s ow n cem et er y in w h ich a r e in t er r ed st u d en t s, t ea ch er s a n d m ost of t h e 69 p r in cip a ls it h a s su ffer ed d u r in g t h e p a st t wo yea r s. T h e fi r st of t h e t wo p r in cip a ls

E lsew h er e, in fi lm s less gr ot esq u e in con -ce p t ion , v iew er s’ cr ed u lit y w ill st ill b e ch a l-len ged by even t s p or t r ayed . For exa m p le, cou ld t h e ill d iscip lin e, t h e v u lga r it y a n d t h e r a n ge of a n t i-socia l b eh av iou r s, in clu d in g v iolen ce, sh ow n in T h e Pr in cip a lr ea lly b e r e p r esen t a t ive of a n y sch ool? Let t h e u n b e-liever b ew a r e – L ea n on M ea n d Pr in cip a l of th e Gh ettoa r e b a sed on t r u e st or ies! T h e t h em e of st u d en t v iolen ce r efl ect ed in su ch fi lm s ca n b e t r a ced t o B la ck b oa rd J u n gle (1955) a n d t h e st a r t lin g r evela t ion t h er ein . T h e p r in cip a l’s d en ia l of t h e ju n gle – “T h er e is n o d iscip lin e p r oblem in t h is sch ool, Mr Da d ier, a s lon g a s I’m p r in cip a l” – st a gger s h is n ew est E n glish t ea ch er w h o, elsew h er e in t h e fi lm , sh ou t s h is ou t r a ge a t a for m er col-le ge p r ofessor :

T h e fi lm s v iew ed w er e p r od u ced t h r ou gh t h e p er iod 1967 (T o S ir W ith L ov e) – 1997 (In a n d Ou t). Of t h ese, h ow ever, 25 a r e p r od u ct ion s of t h e 1980s. T h is m ay b e a r efl ect ion by t h e fi lm com m u n it y of a n in cr ea sed in t er est in ed u ca -t ion a n d a con cer n for -t h e q u a li-t y of sch ools a n d for t h ose w h o in h a b it t h em . It is a lso a r efl ect ion on t h e a ccessib ilit y of fi lm s of m or e r ecen t or igin on v id eo t a p e. Sever a l fi lm s r eleva n t t o t h is p r oject t h a t cou ld n ot b e p r o-cu r ed a r e sh ow n in Ta ble II. Ot h er fi lm s m ay b e id en t ifi ed in Gold st ein a n d Zor n ow (1980).

Table II

Fe ature films to be vie we d

Belles of St Trinian’s, The (1955) (UK) Blackboard Jungle (1955) (USA) Browning Version, The (1951) (UK) Child’s Play (1972) (US)

Ernest Green Story, The (NA) (US) Getting of Wisdom, The (1977) (Australia) Happiest Days of Your Life, The (1950) (UK) High School (1968) (US)

If (1968) (UK) M elody (1971) (UK)

Prime of M iss Jean Brodie, The (1969) (UK) Up the Down Staircase (1967) (US)

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A. Ro s s Tho mas As the y are po rtraye d: princ ipals in film Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 2 [1 9 9 8 ] 9 0 –1 0 0

Tem p or a l set t in gs for t h e fi lm s r a n ged fr om 1900 (Picn ic a t H a n gin g R ock) t o 1999 (Cla ss of 1999). Un d er st a n d a bly, t h e m a jor it y of fi lm s r e p r esen t ed even t s of t h e 1980s. E igh t of t h e fi lm s p or t r ayed t r u e st or ies.

The schools

As m ost of t h e fi lm s v iew ed w er e p r od u ced in t h e US, so t oo w er e t h e sch ools loca t ed in t h a t cou n t r y. E xce p t ion s w er e, for exa m p le, Clock -w ise, Gra n ge H illa n d T o S ir W ith L ov eset in t h e UK a n d Picn ic a t H a n gin g R ocka n d Flir t-in g set t-in Au st r a lia . Wit h few exce p t ion s (Con ra ck, K in d erga r ten Cop, w h ich fea t u r e sm a ll, elem en t a r y sch ools) t h e sch ools w er e secon d a r y, u su a lly la r ge w it h en r olm en t s in t h e h u n d r ed s. Of t h ese t h e gr ea t m a jor it y w er e p u blic h igh sch ools in t h e USA. Accor d in gly, t h e v iew er w ill see a p ict or ia l u n ifor m it y in in t er n a l a r ch it ect u r e a n d fu r n ish -in gs. A gr ea t d ea l of sch ool life, -in clu d -in g a sign ifi ca n t n u m b er of p r in cip a ls’ in t er a c-t ion s, is p r esen c-t ed in c-t h e lock er -lin ed cor r i-d or s of US h igh sch ools. T h is, t h e cor r ii-d or cu lt u r e, p r ov id es a n aven u e for gossip, a r gu -m en t , r o-m a n ce, bu lly in g, a n d ill-d iscip lin e, t igh t ly com p a ct ed in b et w een cla ss p er iod s a n d d u r in g t im es of m a xim u m t r a ffic. (It is, of cou r se, a p h en om en on t r a n sp la n t ed in t o Au st r a lia n t elev ision soa p op er a s su ch a s H om e a n d A w a ya n d H ea r tb rea k H igh). Most of t h ese sch ools a r e loca t ed in u r b a n or su b -u r b a n set t in gs b-u t som e exce p t ion s a r e t o b e seen in Cra z y fr om th e H ea r ta n d For rest Gu m p, loca t ed in r u r a l t ow n sh ip s. P r iva t e sch ools a r e u n iver sa lly loca t ed in r u r a l or sem i-r u r a l set t in gs: Picn ic a t H a n gin g R ock a n d Flir tin g a r e set r esp ect ively in t h e Vict o-r ia n a n d N SW cou n t o-r y sid e; Dea d Poets S ociety, S cen t of a Wom a n, S ch ool T ies, T oy S old iersa n d Decem b er in t h e cou n t r y sid e of t h e N ew E n gla n d r e gion of t h e USA.

Sch ools a r e p la ced a lso in a r a n ge of socio-econ om ic set t in gs w h ich , in la r ge m ea su r e, cor r ela t e w it h geogr a p h ica l loca t ion s. At t h e a fflu en t en d of t h e sp ect r u m , u su a lly in r u r a l or sem i-r u r a l su r r ou n d in gs, a r e t o b e seen Welt on Aca d em y, Ba ir d , St Alb a n s a n d Cir en cest er La d ies Colle ge, Ap p leya r d Col-le ge, Gr een Mou n t a in Aca d em y (Dea d Poets S ociety, S cen t of a Wom a n, Flir tin g, Picn ic a t H a n gin g R ocka n d Decem b er r esp ect ively ): in t h e m id d le cla ss, u r b a n / su bu r b a n r a n ge a r e loca t ed , for exa m p le, T h om a s Tom p ion Com -p r eh en sive, J oh n F Ken n edy H igh , Gr een lea f H igh a n d T r in it y (Clock w ise, T ea ch ers, In a n d Ou t, T h e Ch ocola te Wa r); a n d a t t h e in d igen t en d of t h e sp ect r u m n u m er ou s in st it u t ion s su ch a s Br a n d el, E a st sid e, Geor ge Wa sh in g-t on , a n d Gr een sla d e (T h e Pr in cip a l, L ea n on

M e, Pr in cip a l of th e Gh etto, Da n ger ou s M in ds, a n d T o S ir W ith L ov e) .

In con sid er in g t h e va r iet y of loca t ion s a n d p h y sica l a t t r ibu t es of t h e sch ools p or t r ayed , on e ca n n ot h elp bu t feel t h e im p or t a n ce of su ch in p r e p a r in g t h eir r esp ect ive st u d en t s for fu t u r es t h a t a r e la r gely p r e-or d a in ed . T h e a fflu en t p r e p a r a t or y sch ools of N ew E n gla n d in t h e USA a r e p av in g t h e w ay for t h e b oy s t o m ove on t o u n iver sit y a n d t h en ce t o bu sin ess a n d t h e p r ofession s; t h e in d igen t , d e p r essed sch ools of t h e in n er u r b a n a r ea s a r e p r e p a r -in g m a n y of t h eir st u d en t s for u n sk illed wor k a t b est a n d for lives of cr im e a t wor st .

T h e for goin g a ll con t r ibu t e t a n gibly t o t h e cu lt u r es of t h e sch ools r e p r esen t ed . It m ay w ell b e t h a t t h e n a t u r e of fi lm h igh ligh t s cu l-t u r e m or e l-t h a n a n y ol-t h er a sp ecl-t of sch ool a d m in ist r a t ion . T h e lim it a t ion s of t im e, in ter a lia, d em a n d t h a t a fi lm con fi n e it s st or y lin e or focu s t o a p p r oxim a t ely 90 m in u t es of p r e-sen t a t ion . It is t h u s in ev it a ble t h a t t h e d evel-op m en t of a sin gle t h em e con cen t r a t es t h e a ct iv it ies of t h e fi lm a n d t h e a t t en t ion of t h e a u d ien ce. T h e v iew er t h u s sees a h igh ly com -p r essed ser ies of b eh av iou r t h a t b r in gs t o t h e for e t h e va lu es of t h e in h a b it a n t s of t h e sch ools t h r ou gh t h e d isp lay of v isible ev i-d en ce su ch a s t h e p h y sica l a r t ifa ct s a n i-d t h e sp ok en ev id en ce su ch a s t h e m y t h s, le gen d s a n d sa ga s of t h e r esp ect ive in st it u t ion s.

Refer en ce w a s m a d e p r ev iou sly t o t h e cor r id or cu lt u r e of US h igh sch ools. T h r ou gh r efer -en ce t o a cor r id or of a n ot h er k in d on e m ay see a r em a r k a bly d iffer en t cu lt u r e. In t h e op en in g scen e of S cen t of a Wom a nt h e v iew er look s st r a igh t d ow n a w id e, len gt h y cor r id or on ly t h is h a s n o lock er s. It d oes, h ow ever, h ave m u ch p olish ed wood (on fl oor s a n d w a lls), t r op h y ca b in et s, h on ou r b oa r d s a n d k n igh t ’s a r m ou r. Sim u lt a n eou sly, a s a lesson en d s, cla ssr oom d oor s op en a n d u n ifor m ed b oy s st r ea m in or d er ly fa sh ion in t o t h e cor r d or. T h is is a d iffer en t p la ce, a d iffer en t cor r i-d or, a i-d iffer en t cu lt u r e!

The principals

Wit h r ela t ively few exce p t ion s, t h e p r in cip a ls p or t r ayed a r e w h it e, An glo-Sa xon , a n d a ged 40 yea r s or m or e. (Bla ck p r in cip a ls a r e seen in Con ra ck, L ea n on M ea n d T oy S old iers.) Of t h e fi lm s v iew ed on ly eigh t h a d fem a le p r in ci-p a ls (for exa m ci-p le, Grea se, Cra z y fr om th e H ea r t, Con ra ck, Pu m p u p th e Volu m e, S tu d en t E x ch a n ge). Ma le p r in cip a ls t en d t o b e en d o-m or p h ica lly in clin ed , b a ld in g, b esp ect a cled a n d b esu it ed . Im p licit in t h e d escr ip t ion s of t h eir u su a lly la r ge sch ools, p r in cip a ls a r e seld om sh ow n t ea ch in g: a d m in ist r a t ion is, for v ir t u a lly a ll, a fu ll-t im e occu p a t ion .

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An a ly sis of t h e a ct iv it ies of t h e p r in cip a ls, h ow ever, r evea ls a m ost d iver se r a n ge of u n d er t a k in gs, r esp on sib ilit ies a n d a ccom -p lish m en t s. Su ch a n a n a ly sis ex-p oses a m u lt i-p licit y of r oles t h a t t en d s st r on gly t o r efu t e a n y n ot ion of a st er eot y p ica l m od el of p r in ci-p a l in fi lm . (H er ein , in fa ct , lies m u ch excit e-m en t for t h is w r it er sin ce so e-m a n y of t h ese a ct iv it ies m ay b e lin k ed w it h t h e for m a l, a ca d em ic st u dy of ed u ca t ion a l a d m in ist r a -t ion .) Lis-t ed b elow is ev id en ce of -t h e d iver si-t y of t h em es r eleva n t t o t h e r ole of t h e p r in cip a l.

The principal: a favourable report?

In t h e sim p lest (a n d p ot en t ia lly m ost m islea d -in g) a n a ly sis of t h eir r oles -in fi lm , p r -in cip a ls cou ld b e con sid er ed in t er m s of t h e “good ” a n d t h e “b a d ” or, p er h a p s m or e fa ir ly, t h e favou r a ble a n d t h e u n favou r a ble v is-à -v is t h eir va r iou s b eh av iou r s. Un favou r a ble r e p -r esen t a t ion s of p -r in cip a ls h ave elicit ed f-r e-q u en t com p la in t fr om m y st u d en t s sin ce, on b a la n ce, p r in cip a ls seem t o b e p a in t ed a s t h e “en em y ”. T h is m ay n ot b e su r p r isin g t o som e sin ce 60-70 p er cen t of fi lm s a r e p r ob a b ly d ir ect ed a t a ju ven ile-t een a ge a u d ien ce. Ad m it t ed ly, a h a n d fu l of fi lm s p r esen t s t h e p r in cip a l a s a k n igh t in sh in in g a r m ou r, lea d in g t h e t r iu m p h of good over ev il or, m or e a ccu r a t ely, ed u ca t ion a l good over ed u ca t ion a l ev il. (T h e Pr in cip a l, L ea n on M e, a n d Pr in ci-p a l of th e Gh etto a r e exa m ci-p les.) An ot h er r a t io-n a le exit s for t h e p r e p oio-n d er a io-n ce of r oles p layed in t h is m a n n er : a s I w a s r em in d ed by m y er st w h ile collea gu e, t h e la t e Dr Dav id P h illip p s, “E v il ch a r a ct er s a r e u su a lly m or e colou r fu l t h a n t h e v ir t u ou s. T h in k of Sa t a n in Pa ra d ise L ost”.

The principal as competent

T h er e is a p r eva len t t h em e of in com p et en ce t h a t r u n s t h r ou gh a m a jor it y of t h e fi lm s v iew ed . (If, h ow ever, on e w er e t o d elet e fr om t h e sa m p le of fi lm s t h e m or e obv iou s exa m -p les of st u d en t on e-u -p m a n sh i-p (e.g. R eb el H igh, Pu m p u p th e Volu m e, S tu d en t

Con fi d en tia l, Cla ss of 1984), it wou ld b e d iffi-cu lt t o su p p or t t h is gen er a lisa t ion .) In sever a l fi lm s in w h ich t h e p r in cip a l is seen for ver y b r ief p er iod s, com p et en ce ca n n ot r ea d ily b e a ssessed a lt h ou gh it m ay b e in fer r ed fr om a ct iv it ies a m on g st u d en t s a n d / or t ea ch er s. In on ly on e fi lm is com p et en ce t h e su b ject for d iscu ssion : Ch a r lot t e Ba in in Cra z y fr om th e H ea r t con fi d en t ly d efen d s h er a ch ievem en t s (a n d h er p r esa ged p r om ot ion su p p or t s su ch ). St im p son in Clock w ise, cr ow n ed ch a ir m a n of t h e h ea d s con fer en ce p r esu m a bly b eca u se of h is com p et en ce a s h ea d m a st er of T h om a s Tom p ion Com p r eh en sive, r a p id ly d isp r oves t h is q u a lit y t h e lon ger t h e fi lm r u n s. In com -p et en t -p r in ci-p a ls a r e clea r ly exem -p lifi ed in

T ea ch ers, Grea se, Plea se S ira n d S ta n d a n d Deliv er.

The principal as conservative

In m ost fi lm s in wh ich ch a n ge of on e k in d or a n ot h er is a n issu e, t h e p r in cip a l is p or t r ayed a s con ser va t ive a n d ch a n ge r esist a n t . His/ h er r ole is gen er a lly on e of r ea ct ion t o p r ovoca -t ion , ir r i-t a -t ion or ch a llen ge. Ab ove a ll, p r in ci-p a ls a r e ci-p or t r ayed a s gu a r d ia n s of t h e st a t u s q u o. T h er e a r e exce p t ion s, of cou r se, in wh ich p r in cip a ls con t est t h is r ole a n d w it h va r y in g d e gr ees of su ccess. T h e Pr in cip a l, L ea n on M e a n d Pr in cip a l of th e Gh ettop r ov id e exa m p les of p r in cip a ls fi gh t in g a ga in st t h e d ep r essed exp ect a t ion s of t h eir sch ools; in S in g t h e p r in -cip a l fi gh t s a ga in st t h e closu r e of h is sch ool. Mor e oft en , h owever, t h ey a r e p or t r ayed a s op p osed t o ch a n ge in it s va r iou s for m s, for exa m p le, in t ea ch in g (Dea d Poets S ociety, Sta n d a n d Deliv er, Con ra ck, T ea ch ers), a n d in st u d en t su ggest ion s a n d exp ect a t ion s (som e-t im es la b elled “r eb elliou sn ess”), for exa m p le, Grea se, T h e Ch ocola te Wa r, R eb el High. Accep t in g ch a n gin g socia l m or es is d ifficu lt for som e, a s so clea r ly d em on st r a t ed inIn a n d Ou tby t h e h om op h ob ic p r in cip a l, Mr Ha lli-well (p layed w it h som e h u m ou r by Bob N ewh a r t ).

The principal as problem solver

Resp on sib ilit y for t h e solu t ion of p r oblem s is a n a lm ost u n iver sa l exp ect a t ion of t h e p r in ci-p a ls. P r oblem s sci-p a n a n ext en sive r a n ge of com p lexit y – fr om on -t im e su b m ission of a st u d en t ’s exer cise t o t h e ver y su r v iva l of a sch ool. Ma n y p r oblem s a r e of d ee p socia l con cer n . Su icid e, for exa m p le, is a t h em e in fi ve of t h e fi lm s (Dea d Poets S ociety, Picn ic a t H a n gin g R ock(b ot h , in cid en t a lly, d ir ect ed by P et er Weir ), Per m a n en t R ecord, L isten to M e, a n d Pu m p u p th e Volu m e). T h er e is a sim ila r r a n ge in t h e m ea n s of solv in g p r oblem s. Au t o-cr a t ic m a n a gem en t ost en sibly solves t h e p r oblem s of E a st sid e H igh in L ea n on M e; p r in cip a l a n d t ea ch er colla b or a t ion a t lea st a llev ia t es t h e p r oblem of sch ool closu r e in S in g; esch ew in g t h e d ifficu lt y con v in ces t h e p r in cip a l in T ea ch ers t h a t t h e p r oblem is over com e; r ecou r se t o sca p e goa t ism en a bles p r in cip a ls t o solve p r oblem s in T h e Ch ocola te Wa r, S cen t of a Wom a n, T ea ch ers, a n d Dea d Poets S ociety. Ar gu a b ly, t h e m ost p er v a sive p r oblem s fr om t h e p r in cip a l’s p er sp ect ive a r e t h ose a ssocia t ed w it h st u d en t d iscip lin e a n d / or t h e in a d eq u a cy of t h e t ea ch in glea r n -in g p r ocess a s -in S ta n d a n d Deliv era n d A Fa th er ’s H om ecom in g. F r eq u en t ly, h ow ever, t h e v iew er w ill r em a in u n cer t a in (or u n con -v in ced ) t h a t a p r oblem h a s b een sol-ved . Bew ild er m en t is a com m on em ot ion

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d isp layed by p r in cip a ls, esp ecia lly in t h e m or e ca p r iciou s of t h e fi lm s v iew ed .

The principal and the exercise of authority

T h e exer cise of a u t h or it y by t h e p r in cip a l is a n a n t icip a t ed a ct in v ir t u a lly a ll of t h e fi lm s v iew ed . Ba sis for m ost of t h e fi lm s in t en d ed t o h u m ou r t h eir r esp ect ive a u d ien ces, is t h e in a b ilit y of t h e p r in cip a l t o exer cise su ch a u t h or it y. T h is p r escr ib ed h u m ou r is, in t u r n , ext en d ed by t h e w id esp r ea d p or t r aya l of p r in -cip a ls a s a u t ocr a t ic, a u t h or it a r ia n execu t ive officer s. T h e fr u st r a t ion of t h eir a b ilit y t o solve p r oblem s, t o m a k e d ecision s, a n d t o p r ov id e gu id elin es for t h eir sch ools’ op er a -t ion s is, clea r ly, a k ey w ea p on in -t h e scr ip -t w r it er ’s a r m ou r y. Fer r is B u eller ’s Da y Off a n d Clock w ise p r ov id e t wo excellen t yet d iver gen t exa m p les of su ch .

E lsew h er e, t h e exer cise of a u t h or it y m ay ser ve t o gen er a t e st r on g feelin gs t ow a r d s t h e p r in cip a l p or t r ayed . T h e fi lm s r efer r ed t o a b ove in w h ich su icid e is a t h em e give ev i-d en ce of su ch . So t oo i-d o t h r ee of t h e fi lm s in w h ich t h e p r ob it y of t h e p r in cip a l is ch a l-len ged – Pu m p u p th e Volu m e, T op K id a n d T h e Ch ocola te Wa r.

The principal and relationships

Au t h or it y u n d ou b t ed ly u n d er p in s t h e a d m in -ist r a t ive b eh av iou r of ea ch p r in cip a l a n d , by d efi n it ion , t h e m u lt it u d e of r ela t ion sh ip s in w h ich h e or sh e en ga ges. T h e fi lm s v iew ed exem p lify t h is ext r a or d in a r y r a n ge of in t er -a ct ion s. All bu t -a few fi lm s p l-a ce t h e p r in cip -a l a s su p er or d in a t e r ole p layer in t h e st or y lin e. Accor d in gly, a ll ot h er p layer s a r e ca st a s su b or d in a t es. T h e su b or d in a t e r ole of t ea ch -er s is n ev-er m or e obv iou s t h a n in L ea n on M e – w h ich is p layed in a p u blic h igh sch ool – a n d Dea d Poets S ocietya n d T h e B r ow n in g Version – w h ich a r e set in a fflu en t , t r a d it ion -b ou n d p r iva t e sch ools. Sim ila r ly, d e p u t y (or a ssis-t a n ssis-t ) p r in cip a ls n or m a lly p lay a som ew h a ssis-t su b ser v ien t r ole. T ea ch ers a n d R eb el H igh p r ov id e va r ia t ion s on t h is t h em e, h ow ever, w h er ein t h e r esp ect ive p r in cip a ls a b r oga t e t h eir r esp on sib ilit ies.

T h e r ole of p a r en t a n d com m u n it y m em b er is a lso m ost oft en r ep r esen t ed a s su b or d in a t e t o t h e p r in cip a l. For rest Gu m p p r ov id es a n exa m p le. So t oo d o Dea d Poets S ociety a n d S cen t of a Wom a n in wh ich p a r en t s a r e seen a s a cq u iescin g t o t h e p r in cip a ls’ a u t h or it y in ob seq u iou s fa sh ion . E xce p t ion s a r e t o b e seen , h owever, in L isten to M e, S in g a n d S a m ’s S on.

P r in cip a ls p lay, a t lea st t em p or a r ily, su b or d in a t e r oles in sever a l fi lm s in w h ich h igh er -level a d m in ist r a t or s su ch a s su p er in t en d en t s, b oa r d m em b er s, st a t e d e p a r t m en t officia ls a n d com m ission er s a r e ca st . F ilm s d isp lay in g t h ese r ela t ion sh ip s in clu d e T ea ch ers,

Con ra ck, Pu m p u p th e Volu m e, Cra z y fr om th e H ea r t, R ock ’N ’R oll H igh S ch ool Forev er,R eb el H igh, T h e Ch ocola te Wa r,Gra n ge H ill a n d T h e R ya n W h ite S tor ya n d Per m a n en t R ecord. E a ch fi lm p r ov id es ev id en ce of t h e p r in cip a l’s aw a r en ess of a n d sen sit iv it y t o t h ose in h igh er a u t h or it y. Ma n y in st a n ces a r e r ed o-len t of p olit ica l m a n ip u la t ion a n d p er su a sion .

The principal as isolate

N ot w it h st a n d in g t h e p r eced in g sect ion s, a p ow er fu l im p r ession t h a t em er ges fr om a ll of t h e fi lm s v iew ed is t h a t t h e p r in cip a lsh ip is a n isola t ed , lon ely p osit ion . Isola t ion , it m ay t h u s b e a r gu ed , is t h e on ly com m on fa ct or of t h e va r iou s p or t r aya ls of t h is ed u ca t ion a l r ole, t h e on ly t ou ch p oin t fr om w h ich a n y su ggest ion of a st er eot y p ica l p r in cip a l-in -fi lm m ay b e d iscer n ed . Aga in it sh ou ld b e con -ced ed t h a t t h e n a t u r e of fi lm is su ch t h a t m u ch m u st b e com p a ct ed w it h in a r ela t ively b r ief t im e. Lit t le if a n y p r ov ision m ay b e m a d e for scen es r em oved fr om t h e m a in focu s or st or y lin e. T h u s, p r in cip a ls’ p er son a l a n d / or fa m ily r ela t ion sh ip s a r e a ll bu t ign or ed (u n lik e, for exa m p le, t h e d evelop -m en t of su ch in t elev ision soa p op er a s su ch a s H om e a n d A w a y).

“On t h e job ” is lit t le d iffer en t . Alt h ou gh t h e fi lm s p r ov id e a m p le ev id en ce of m u lt ip le p r ofession a l r ela t ion sh ip s, su ch a r e su b st a n -t ia lly su p er fi cia l a n d , of-t en , ep h em er a l. Re ga r d less of t h e p r in cip a l’s p or t r aya l – b e it a u t ocr a t , bu lly, p olit icia n , a dvoca t e, v ict im of p r a ct ica l jok es, a n d so on – t h is a sp ect of t h e r ole is om n ip r esen t . Th is v iewer feels b ot h em p a t h y a n d sy m p a t h y for ea ch of t h e p r in ci-p a ls ci-p or t r aya l. Th e t en t a t ive effor t s of La t im er (T h e Pr in cip a l) t o est a blish a fr ien d -sh ip w it h J a k e, t h e h ea d cu st od ia n a t Br a n d el High ; Mr s Ap p leya r d ’s (Picn ic a t Ha n gin g R ock) st iffly for m a lised a t t em p t s t o r ela t e t o Ma d em oiselle d e Por t ier s a t t h e d ist a n t ot h er en d of t h e d in n er t a ble; St im p son ’s (Clock w ise) a t t em p t t o loca t e a ccep t a n ce a n d su p p or t in h is n ew -fou n d p eer s a t t h e h ea d m a st er s’ con fer en ce; Br ot h er Leon ’s (T h e Ch ocola te Wa r) sea r ch for su p p or t fr om Ch a r lie, a n u n scr u p u lou s sen ior st u d en t ; a n d Ma r ow it z’s (S in g) a p p ea l for su p p or t fr om t h e p a r en t s a m on g wh om h e m oves op en ly d u r in g a con -cer t , a ll a d d em p h a sis, colou r, u n d er st a n d in g a n d p a t h os t o t h ese p or t r aya ls.

Conclusion

Wer e on e t o sa m p le fi lm s select ively it m ay b e p ossible t o a r gu e t h a t p r in cip a ls a r e st er eo-t y p ed in eo-t h eir p or eo-t r aya ls in eo-t h is p a r eo-t icu la r for m of en t er t a in m en t . T h e sch ool-h or r or m ov ies, for exa m p le, p r esen t a m od el of

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A. Ro s s Tho mas As the y are po rtraye d: princ ipals in film Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 2 [1 9 9 8 ] 9 0 –1 0 0

p r in cip a l a s in effect ive, in com p et en t , bu m -blin g a n d in sen sit ive, t h e bu t t of a ll jok es, t h e loser in a ll con t est s w it h st u d en t s. Sim ila r ly, select ive ch oice m ay con v in ce t h e v iew er t h a t wom en a r e d e p r eca t ed in t h e r ole of p r in ci-p a l. Bu t t h e m or e ext en sive on e’s sa m ci-p le of fi lm s b ecom es, t h e m or e d ifficu lt it is t o su s-t a in a ss-t er eos-t y p e. In s-t h eir p r ofu sion , fi lm s p or t r ay p r in cip a ls in som e of t h eir n u m er ou s, va r ied r oles, a d d r essin g t a sk s d iffer en t ly, r ela t in g a n d in t er a ct in g d iffer en t ly – b ein g d iffer en t . T h eir com m u n it ies d iffer ; t h eir sch ools d iffer ; t h er e is n o com m on m ou ld .

Alt h ou gh t h e r ole of p r in cip a l is oft en p layed a s a con ser va t ive a u t h or it y fi gu r e wh ose p r im a r y t a sk is t o solve p r oblem s, lon elin ess or isola t ion is, p er h a p s, t h e on ly fa ct or com m on t o a ll film s. At t im es r em ot e, solit a r y, oft en b esie ged lit er a lly a n d fi gu r a -t ively, s-t r essed , -t h e p r in cip a l in film seem s u n w illin g or u n a ble t o sh a r e a n d d ele ga t e. Assist a n ce is seld om offer ed a n d less seld om a ccep t ed . Wa r m , su p p or t ive r ela t ion sh ip s a r e n ot p or t r ayed ; in t er a ct ion s a r e gen er a lly b r ief, a fa ct or com p ou n d ed by t h e u b iq u it ou s-n ess of t h e p r is-n cip a l wh o is seld om office b ou n d (con t r a r y t o t h e r e p r esen t a t ion in ca r -t oon s a s in Ph i Del-ta Ka p p an , for exa m p le). I-t is p er h a p s sa lu t or y t o r eca ll h er e t h e wor d s of t h e ja n it or of t h e sch ool in Plea se S ir: “You a r e n ot t a lk in g t o a h u m a n b ein g h er e. Oh , n o. You a r e t a lk in g t o a h ea d m a st er !”

Sever a l of m y st u d en t s h ave a r gu ed t h a t t h er e is m u ch a b ou t t h e p r in cip a lsh ip t h a t is n ot p or t r ayed in fi lm . Aga in , I m u st r esp on d in t er m s of t h e sa m p le size: in t h e 48 fi lm s r ev iew ed h er ein t h e r a n ge of a d m in ist r a t ive a ct iv it ies a n d u n d er t a k in gs is m ost ext en sive. Alb eit oft en b r iefl y, oft en su p er fi cia lly, t h er e is lit t le a p r in cip a l d oes t h a t is n ot , a t lea st som ew h er e, r e p r esen t ed in fi lm .

It w ill n ot su r p r ise, t h er efor e, t h a t I r ecom -m en d t h e u se of a w id e sa -m p le of fi l-m s in p r ogr a m s of ed u ca t ion a l a d m in ist r a t ion a n d , esp ecia lly, in t h ose u n d er t a k en by a sp ir a n t s t o t h e p r in cip a lsh ip. As st a t ed a t t h e ou t set , su ch w ill p r ov id e a n in sigh t in t o t h e va r ied p er ce p t ion s of t h e p r in cip a lsh ip h eld by ot h -er s. It w ill a lso p r ov id e a sp len d id ch a llen ge t o t h e st u d en t of ed u ca t ion a l a d m in ist r a t ion t o id en t ify a n d a n a ly se p r in cip a ls’ b eh av -iou r s in t er m s of t h e “for m a l” k n ow led ge gen er a t ed by t h e sch ola r s in ou r fi eld .

Acknowledgements

I a m p a r t icu la r ly in d eb t ed t o t h e follow in g, a ll st u d en t s of m y cla ss on t h e p r in cip a lsh ip. T h eir a n a ly ses of fi lm s h ave p r ov id ed va lu a ble in sigh t s a n d , cer t a in ly, ch a llen ges t o m y ow n in t er p r et a -t ion s of -t h e m a n n er in w h ich -t h e r ole of p r in cip a l h a s b een p or t r ayed : Ah ea r n , B., Ash ley -Coop er, W., Boer m a n s, G., Bu ch a n , D., Br a d ley, W., Bu t t en

-sh aw, R.D., Ca m p b ell, A.R., Ch a r lt on , J ., Ch iu , R.D., Don eley, L.M., F it t ler, C.A., Geise, J .R., H ow -ley, F.J ., Keigh r a n , S., J u st , S.E ., Ken n edy, G.D.M., Moon ey, H ., P a r k er, L.C., P er r y, D.J ., P ow er, P., Ra p h a el, D.P., Rh ein b er ger, J ., Sim m on s, W.J ., Sm it h , Y.J ., St a in es, H .M., Tay lor, T.J ., T r on c, B., Va len t in e, G., Wa t k in s, J .A. a n d Willou gh by, B.G.

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Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol12.Issue2.1998:

As they are portrayed: principals in film

A. Ross Thomas

Background to the study

Approach

Story lines – principal as “star”

Story lines – principal as cameo

Analysis

The films

Analysis

The films

The schools

The principals

Conclusion

Acknowledgements

References

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Links

Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol12.Issue2.1998:

As they are portrayed: principals in film

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