Rethinking Educational Leadership: Challenging the Conventions
The charismatic transformational leader, who creates a 'vision' for the future of their organization and persuades others to follow their path towards it, is now the dominant viewpoint that underpins government policies towards leadership development in the English-speaking world. This book offers a much-needed corrective to this orthodoxy by focusing on current research and thinking about 'leadership' rather than 'leaders. A wide range of prominent international contributors present a rare self critical look at their own assertions and test alternative leadership models against recent research projects. They also demonstrate how their analysis is relevant to all countries where leadership is an issue. Major features include: ] alternative theories to understanding the nature of leadership ] how leadership could be analyzed ] re-analysis of recent research ...
- Front Matter
- Subject Index
- Introduction: Rethinking Educational Leadership – Challenging the Conventions
- Section 1: Laying Out the Perspectives
- Chapter 1: Leadership in the (Post)Modern Era
- Chapter 2: Embracing Uncertainty: Organizing and Leading to Enhance the Knowledgeability and Capability of Teachers
- Chapter 3: Leadership, Learning and Negotiation in a Social Psychology of Organizing
- Chapter 4: Distributing and Intensifying School Leadership
- Section 2: The Perspectives in Practice
- Chapter 5: Challenging Circumstances: The Role of Distributed and Intensified Leadership
- Chapter 6: From Singular to Plural? Challenging the Orthodoxy of School Leadership
- Chapter 7: Developing Alternative Conceptions of Leadership and Organizations Through Restructuring
- Chapter 8: Collaboration in Communities of Practice
- Chapter 9: Leaders of Subject Communities
- Chapter 10: Understanding Curriculum Leadership in the Secondary School
- Section 3: The Perspectives and Professional Development
- Chapter 11: Assessing the Impact on Practice of Professional Development Activities
- Chapter 12: Preparing for Leadership in Education: In Search of Wisdom
- Section 4: Review and Overview
- Chapter 13: Comparing and Contrasting the Perspectives: Mapping the Field of Educational Leadership
Published in Association with the British Educational Leadership, Management and Administration Society[Page ii]
This series of books published for BELMAS aims to be directly relevant to the concerns and professional development needs of emergent leaders and experienced leaders in schools. The series editors are Professor Harry Tomlinson, Leeds Metropolitian University and Dr Hugh Busher, School of Education, University of Leicester.
Developing Educational Leadership: Using Evidence for Policy and Practice (2003)
Edited by Lesley Anderson & Nigel Bennett
Performance Management in Education: Improving Practice (2002)
Jenny Reeves, Pauline Smith, Harry Tomlinson and Christine Ford
Strategic Management for School Development: Leading your School's Improvement Strategy (2002)
Subject Leadership and School Improvement (2000)
Hugh Busher and Alma Harris with Christine Wise
Living Headship: Values and Vision (1999)
Edited by Harry Tomlinson
School Culture (1999)
Edited by Jon Prosser
School Improvement After Inspection? School and LEA Responses (1998)
Edited by Peter Earley
Policy, Leadership and Professional Knowledge in Education (1998)
Edited by Michael Strain, Bill Dennison, Janet Ouston and Valerie Hall
Managing Continuous Professional Development in Schools (1997)
Edited by Harry Tomlinson
Choices for Self-managing Schools: Autonomy and Accountability (1997)
Edited by Brian Fidler, Sheila Russell and Tim Simkins
Introduction and editorial material © Nigel Bennett and Lesley Anderson 2003
Chapter 1 © J. Tim Goddard 2003
Chapter 2 © Rodney T. Ogawa 2003
Chapter 3 © Ian E. Morley and Dian-Marie Hosking 2003
Chapter 4 © Peter Gronn 2003
Chapter 5 © Megan Crawford 2003
Chapter 6 © Alma Harris and Christopher Day 2003
Chapter 7 © Lynne M. Hannay 2003
Chapter 8 © Jane McGregor 2003
Chapter 9 © Christine Wise 2003
Chapter 10 © John O'Neill 2003
Chapter 11 © Nigel Bennett 2003
Chapter 12 © Peter Ribbins 2003
Chapter 13 © Helen Gunter 2003
First published 2003
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Inquiries concerning reproduction outside those terms should be sent to the publishers.
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Printed by Athenaeum Press, Gateshead
We wish to express our sincere thanks to Tina McCay for her work on this manuscript and to Marianne Lagrange and Saleha Nessa of Sage Publications for their support and assistance throughout the preparation of the book. We also gratefully acknowledge the financial support provided by BELMAS for the preparation of the index.
Series Editor's Preface[Page viii]
Nigel Bennett and Lesley Anderson were instrumental in organizing the highly successful BELMAS (British Educational Leadership Management and Administration Society) International Research Conference in 2000. The conference papers have been revized and restructured to provide two complementary edited books, the first on evidence-informed practice, and this book Rethinking Educational Leadership: Challenging the Conventions. The two editors have asked the authors to rewrite their conference papers to more fully address the themes of this book. Four of the chapters were specially commissioned for this book. Educational leadership has been given even higher political and educational priority by the establishment of a National College for School Leadership and plans for the provision of similar support for further education leaders and leadership. In this centralizing context it is particularly important that conventional thinking on leadership is challenged.
The authors who have contributed to this book are all leading thinkers internationally. The introduction explores the current context and debate about leaders and leadership. The first section presents four alternatives to the current conventional theorizing about educational leadership. The second section explores the significance of these four models by asking six leading researchers to consider their empirical research evidence and its relationship to them. In section 3 the two chapters examine the implications of alternative views of leadership for professional preparation. The final chapter offers a critique of all the theoretical perspectives and attempts to structure their relationships through a mapping process. There is a right, and indeed a necessity, to challenge the approved in a political context where the rhetoric is of empowerment but the practice is greater authoritarianism. Given the central significance of leadership, and a tendency to devalue theory and research, Nigel Bennett and Lesley Anderson are to be congratulated on providing a collection which has such a clear, simple and effective structure, and on editing and focusing so successfully a book which should be read by all those who might otherwise accept the current orthodoxy. That means those who exercise educational leadership.Professsor HarryTomlinson
Biographical Notes[Page ix]
Lesley Anderson is a Lecturer in the Centre for Educational Policy and Management at the Open University.
Nigel Bennett is a Senior Lecturer in the Centre for Educational Policy and Management at the Open University.
Megan Crawford is a Senior Lecturer in School and Teacher Development at the University of Warwick.
Christopher Day is Professor of Education and Co-director of the Centre for Research on Teacher and School Development at the School of Education, University of Nottingham.
Peter Gronn is currently Associate Dean (Development) in the Faculty of Education, Monash University, Melbourne.
J. Tim Goddard is an associate professor in the Graduate Division of Educational Research, Faculty of Education, University of Calgary.
Helen Gunter is Reader in Educational Leadership and Management in the School of Education at the University of Birmingham.
Lynne M. Hannay is Professor in the Department of Theory and Policy Studies in Education and Head of the Midwestern Field Centre at the Ontario Institute for Studies of Education of the University of Toronto.
Alma Harris is Professor of School Leadership and Director of the Leadership, Policy and Improvement Unit at the Institute of Education, University of Warwick.
Dian-Marie Hosking is Professor of Development and Change in the Department of Organizational Studies, the University of Tilburg, Netherlands.
Jane McGregor was a secondary school teacher for many years before being awarded the TES Research Fellowship in Educational Policy at Lucy Cavendish College Cambridge. She is now completing a PhD at the Open University.
Ian E. Morley is a Senior Lecturer in Psychology at the University of Warwick.
John O'Neill is a Senior Lecturer in the Department of Social and Policy Studies in Education at Massey University, New Zealand.
Rodney T. Ogawa is Professor of Education at the University of California, Santa Cruz.
Peter Ribbins is Emeritus Professor in Educational Management at the University of Birmingham and visiting Professor at the University of Leicester.
Christine Wise is a Lecturer in the Centre for Educational Policy and Management at the Open University.