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This paper investigates whether predictions about a greater centralization and control in educational policy-making, made after New Labour's election to power in 1997, have been realized since that time, and particularly with respect to educational leadership. It also asks whether recent changes in New Labour policies are likely to provide greater freedom for head teachers in English schools. It does this by means of investigating evidence at global, national and school levels, and in particular draws upon recent interview research by the author with head teachers. The article suggests that whilst the architecture of central steerage and control is still very much in evidence, there are strands of greater policy flexibility, though these may be as much about empowering external sponsors as anything to do with greater professional discretion. However, the research suggests that, whatever happens, there will almost certainly be room for resistance and personal manoeuvre at the school level, which is ultimately dependent upon context and personality. [ABSTRACT FROM AUTHOR]

This article investigates the perceptions of English headteachers to questions addressing the setting of goals and the effects of external pressure on headteachers. The research utilizes semi-structured interviews with headteachers from a variety of contexts. These interviews were used to write individual headteacher 'portraits', which were then re-examined to answer the questions generated. The findings suggest that: (1) contrary to current literature, it is not sensible to suggest either that headteachers have considerable flexibility in how they approach their work, nor that they are so ground down by legislative imperatives that they can do little more than be agents of implementation; (2) appropriate CPD should be individually tailored to the contexts and personalities of the individuals involved; (3) English headteachers may be so focussed on the local that they may fail to have a sufficient grasp of the global and national changes around them to fully lead the profession in responding appropriately to these. [ABSTRACT FROM AUTHOR]