Leadership within educational settings is widely regarded as essential for organizational effectiveness and the improvement of learning outcomes. Through an extensive review of theory and practice, Helen Gunter explores the contested field of leadership studies. She describes and critiques the different contributions made by · education management · school effectiveness · school improvement · critical studies. Leadership is examined as function, as behaviour and as leadership relationship, from students as leaders, through to headteachers. The author provides an up-to-date review of current thinking about leadership, which challenges the reader to engage wit

Theory and Theorising

Theory and theorising

This chapter presents and analyses positions and positioning about how leadership has been and continues to be theorised. In many ways this is a continuation of the previous chapter, and the divide is more about organisational convenience than significant conceptual differences. The chapter begins with a review of the place and purpose of theory within educational studies, and I illustrate the current debate about leadership by means of a review of the intellectual origins, claims and critiques of transformational leadership. The current configuration of this model is based on overtly functionalist knowledge claims through: (a) locating leadership with holding a particular post; (b) focusing on the tasks and behaviours required to deliver outcomes; and, (c) locating the leader and the ...

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