Journal•ISSN: 1363-2434
School Leadership & Management
Routledge
About: School Leadership & Management is an academic journal published by Routledge. The journal publishes majorly in the area(s): Educational leadership & Instructional leadership. It has an ISSN identifier of 1363-2434. Over the lifetime, 781 publications have been published receiving 29884 citations. The journal is also known as: School leadership and management & [Abingdon].
Topics: Educational leadership, Instructional leadership, Leadership style, Shared leadership, Leadership studies
Papers published on a yearly basis
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TL;DR: An overview of the literature concerning successful school leadership can be found in this article, where the main findings from the wealth of empirical studies undertaken in the leadership field are summarised and discussed.
Abstract: This article provides an overview of the literature concerning successful school leadership. It draws on the international literature and is derived from a more extensive review of the literature completed in the early stage of the authors’ project. The prime purpose of this review is to summarise the main findings from the wealth of empirical studies undertaken in the leadership field.
2,071 citations
TL;DR: This article examined the relationship between teacher leadership and distributed leadership, focusing particularly upon the idea of activity theory. But they also discussed the possible sources of resistance to the notion of teachers as leaders in schools and explored how distributing leadership to teachers may contribute to building professional learning communities within and between schools.
Abstract: This article focuses on the issue of teacher leadership and explores various interpretations and definitions within the literature. It examines the relationship between teacher leadership and distributed leadership, focusing particularly upon the idea of activity theory. The article suggests that there are some important connections and overlaps between distributed leadership and teacher leadership. The article also discusses the possible sources of resistance to the idea of teachers as leaders in schools and explores how distributing leadership to teachers may contribute to building professional learning communities within and between schools.
584 citations
TL;DR: A review of current work on school leadership can be found in this article, where the authors argue that more inclusive, differentiated, holistic and learning-centred accounts are needed for school leadership.
Abstract: This paper examines the notion of instructional leadership. The paper opens with a review of current work on school leadership, arguing that more inclusive, differentiated, holistic and learning-centred accounts are needed. Next the paper examines definitions of 'instructional leadership'. In the third section the discussion looks at the empirical evidence we have about such leadership, drawing upon work in the USA and England. The latter study was conducted into leadership in small primary schools. Parallels between the studies are drawn and links made with the definitions of instructional leadership. The concluding section highlights the importance of leaders being learners, the implications for leadership development and the importance of creating and sustaining certain organisational conditions which facilitate instructional leadership. The paper ends with the point that instructional leadership is becoming more significant with the growing emphasis on organisational learning.
527 citations
TL;DR: In this article, the authors report on findings drawn from a series of empirical analyses that assessed the effects of collaborative leadership on school improvement capacity and student learning in a large sample of primary schools in the state of Hawaii over a 4-year period.
Abstract: Fifty years of theory and research offer increasing levels of support for the assertion that principal leadership makes a difference in the quality of schooling, school development and student learning In the current context of global education reform, however, recent inquiries have focused on identifying how teams of school leaders contribute to school improvement and student learning This chapter reports on findings drawn from a series of empirical analyses that assessed the effects of collaborative leadership on school improvement capacity and student learning in a large sample of primary schools in the state of Hawaii over a 4-year period Our findings support the prevailing view that collaborative school leadership can positively affect student learning in reading and math through building the school’s capacity for academic improvement The research further extends this finding, however, by offering empirical support for a more refined conception that casts leadership for student learning as a process of mutual influence in which school capacity both shapes and is shaped by the school’s collective leadership
470 citations
TL;DR: The past 15 years have witnessed a remarkably consistent, worldwide effort by educational policy-makers to reform schools by holding them more publicly accountable for improving pupil performance as mentioned in this paper, which is called accountability accountability.
Abstract: The past 15 years have witnessed a remarkably consistent, worldwide effort by educational policy-makers to reform schools by holding them more publicly accountable for improving pupil performance o...
421 citations