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ERIC Number: ED432833
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 31
Abstractor: N/A
Reference Count: N/A
Challenging the Orthodoxy of Effective School Leadership.
Day, Christopher; Harris, Alma; Hadfield, Mark
This report examines the nature and practice of effective leadership in schools in England and Wales in the 1990s. It is based on a study that explored how existing theories of effective leadership--purposeful leadership, transformational leadership, or moral leadership--compared to the practices of successful head teachers in times of change. The research was based on more than 200 interviews with heads (principals), staff, governors, parents, and students in 12 primary, secondary, and special schools. The methodology recognized that effective leadership was a highly contextualized and relational construct. A generic case-study protocol was designed in which each school was visited for two-and-a-half days. Analysis revealed that the various stakeholders shared a broadly similar social construction of leadership that did not wholly endorse existing theories of leadership. The heads themselves operated on the basis of both internally and externally determined measures of quality control; their quality-assurance criteria had a broader agenda in keeping with a holistic moral vision of a good school and good teachers. Their leadership approaches did not neatly adhere to existing leadership theories, in part because the complexity of the role they faced meant that no one theory could explain existing practices. (Contains 30 references.) (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Wales)