‘This book is refreshing and distinctive. It takes the individual as the starting-point and builds outwards from there, to the vital but often neglected interpersonal dimension and the turbulent contexts of modern education. Vignettes help to make the theory concrete and activities bring the reader right into the frame.’ – Ron Glatter, Emeritus Professor of Educational Administration and Management, The Open University and Hon. President of BELMAS
Effective leadership combines organisational skills and personal qualities. Building on notions of leadership at all levels, this book contains an invaluable bank of creative ideas to help teachers already in management positions, as well as those just starting out, to reflect on their personal and leadership development.
With a focus on organisational improvement and leading strategically within changing policy contexts, chapters interrogate key leadership issues such as managing people, values and context. Examples from the UK and internationally further demonstrate how to develop as a successful and sustainable leader.
Content includes: the influence of local and national contexts; accountability; working with stakeholders across boundaries and borders; approaches to change; becoming a strategic leader; the educational leader as researcher.
This is an essential resource for practising and aspiring educational leaders and managers and students on postgraduate or personal development courses, in the UK and internationally.
Chapter 12: Managing Stakeholders and Partnership Boundaries
Managing Stakeholders and Partnership Boundaries
This chapter will:
- discuss the varying expectations that groupings or communities can have of leadership and of leaders personally;
- examine the various accountabilities of leaders – to whom are they accountable and for what?
- scrutinise the idea of boundary management.
Leadership in education is complex in ways that business leadership is not. The complexities of leadership and management are amplified by the variety of people who might be seen to be stakeholders, partners or even ‘clients’ in the educational endeavours of schools and other educational organisations. Glatter (2006: 9) put this clearly when he suggested that leadership in education is more akin to the not-for-profit sector. Schools and other educational organisations should be viewed as ‘human service organizations whose core ...