In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5-11 year olds) and secondary schools (for 11-18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main…

In urban school districts across the USA there are mandates to implement zero tolerance policies. As this occurs, there is an increasing number of students, specifically students of colour, who are being jettisoned out of the educative process. When school principals have little autonomy regarding how they handle disciplinary infractions within…

The purpose of this study was to find out teachers' perceptions about school principals' coaching skills. The study was carried out within qualitative research methods. The study group included 76 teachers in Elazig and 73 teachers in Kahramanmaras provinces of Turkey. All the data were processed using Nvivo 9 software. The results…

The purpose of this qualitative study was to examine how district leaders of two school systems in the USA describe an effective principal. Membership categorisation analysis revealed that district leaders believed an effective principal had four major categories of characteristics: (1) documented characteristics (having a track record and being a…

This article introduces a quantitative research into how the leadership team members of 49 basic education schools in the city of Vantaa, Finland, experienced the realisation of strategic leadership in their leadership teams' work. The data were collected by a survey of 24 statements, rated on a five-point Likert scale, and analysed with the…

Leadership development has been an area of much research, particularly in the last two decades. This has been mirrored by increased policy activity to build leadership capacity in schools through preparation programmes and continuing professional development. This article examines continuing professional development provision for head teachers in…

The current study aimed at exploring desirable constructions of educational leadership among Israeli schoolteachers at three different career stages, as well as tracing the origins of these constructions. Based on semi-structured interviews with 10 teachers at early-career stage, 10 at mid-career stage and 10 at late-career stage, the study first…

The values and principles underpinning the "Leadership for Learning: Cambridge Network" support the distribution of leadership to all members of the school community. This paper introduces the HCD (Highest Common Denominator) Student Partnership as a key way in which the "Leadership for Learning" team learns from, explores and extends student…

Proposes and extensively discusses six topologies to help understand the who, what, where, and why of knowledge production (research) in school leadership: producers, positions, provinces, practices, processes, and perspectives. (Contains 6 tables and 60 references.) (PKP)

Critiques major topics or themes in school-leadership texts, such as problem-solving techniques; suggests alternative topics or themes for school administrators, such as ideas-based leadership. Draws implications for writers on school leadership. (Contains 59 references.) (PKP)

Challenges current orthodoxy of school organizations and seeks to extend the current debate about distributed leadership. Offers an inclusive view of teacher leadership. Focuses on learning-centered development in which teachers act strategically to improve the quality of teaching and learning. Includes illustrative cases and proposals for…

Argues that there is widespread unhappiness among teachers in United Kingdom schools caused largely by a combination of neo-liberal domination of global and national agendas and the government's micromanagement of schools. Discusses consequences for learning communities and the professionalism of teaching. Draws implications for educational…

Critique focuses on the discourse of leadership as a vehicle for representing organizational practice. Identifies a series of conceptual inadequacies, such as difficulties in distinguishing leadership from management. Embedded in each criticism is a claim that, if leadership is to retain its conceptual and practical utility, then it has to be…

Presents 10 short accounts of Birmingham, England, administrators each talking about an area of professional practices, such as senior management teams in transition, managing change, professional development of middle managers. Includes critical analysis of these accounts. (Contains 42 references.)(PKP)

Focuses on the issue of teacher leadership and explores various interpretations and definitions within the literature. Examines the relationship between teacher leadership and distributed leadership, focusing particularly upon the idea of activity theory. Suggests that there are some important connections and overlaps between distributed…