• Summary
  • Contents
  • Subject index

Drawing together current thinking and research by leading writers in the field, Educational Leadership will help you to understand and critically analyze key strategic aspects of educational leadership, including: leadership perspectives and values; external and internal contexts; autonomy and accountability; partnership and collaboration; leading strategy and change

The book explores major challenges for educational leaders in managing the increasingly permeable boundary between educational organizations and their external contexts, and reconciling environmental expectations and internal priorities. It will encourage you to positively problematize the field and reflect on current debates and issues.

This book is an essential resource for providers and students of graduate courses in educational leadership and management, as well as those involved in undertaking professional development programs. It will also serve the reflective practitioner as personal reference when occupying or aspiring towards leadership roles in schools, colleges and other educational organizations.

From Successful School Leadership Towards Distributed Leadership
From successful school leadership towards distributed leadership
LejfMoos
Why the Increased Focus on Leadership in Schools Today?

In contemporary societies, leaders are needed because authorities want a person that can be held responsible/accountable and also because changes in society make it important for communities like schools to be able to construct their identities in negotiating meaning and reducing complexity and in changing themselves. In this transformation of society and institutions, leadership becomes pivotal.

Leadership Makes a Difference

Empirical research within educational contexts has served to reinforce the importance of school leadership or principalship (Hallinger, 2003). Leithwood and colleagues in Canada, Hallinger and Heck in the United States and numerous studies of school effectiveness arrive at a consistent conclusion that ‘strong’ or ‘firm’ leadership ...

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