This book provides a unique map of the focus and directions of
contemporary research on school leadership since 2000 in 24
countries. Each of these directions has its own particular
cultural, educational and policy history. Taken together, the
various chapters in the volume provide a rich and varied mosaic of
what is currently known and what is yet to be discovered about the
roles and practices of principals, and their contributions to the
improvement of teaching and the learning and achievement of
students. The particular foci and methodological emphases of the
research reported illustrate the different phases in the
development of educational policies and provision in each country.
This collection is an important addition to existing international
research that has shown beyond any reasonable doubt that the
influence of school principals is second only to that of teachers
in their capacity to impact students' progress and achievement and
to promote equity and social justice.
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