Governing through risk: The paradoxes of professional development and post-panoptic surveillance in Taiwan’s headship preparation

Purpose: This study examines the intricate dynamics of Taiwan’s Administrative Placement (AP) initiative, a headship preparation policy requiring aspiring principals to undertake placements within Local Education Bureaus (LEBs). Methods: Drawing on Foucault’s concepts of governmentality and post-panoptic surveillance, this qualitative case study analyzes interview data from headteachers, education officials, and school inspectors, alongside policy documents and media reports. Findings: The AP initiative operates as a mechanism of subtle governance, while framed as professional development, shaping aspiring headteachers into compliant “delivery subjects.” Embedded within neoliberal rationalities of risk management, the AP constructs aspiring headteachers as “risky subjects” requiring mitigation through continuous observation, assessment, and self-discipline. This process ultimately prioritizes the political and administrative objectives of local governments, potentially overshadowing the focus on the complexities of leading teaching and learning. Conclusions: The study highlights the paradoxical nature of professional development intertwined with post-panoptic surveillance, raising critical questions about the impact of such initiatives on educational leadership and policy implementation.