The study of educational leadership makes little sense unless it is
in relation to who the leaders are, how they are leading, what is
being led, and with what effect. Based on the premise that learning
is at the heart of leadership and that leaders themselves should be
learners, the Leadership for Learning series explores the
connections between educational leadership, policy, curriculum,
human resources and accountability. Each book in the series
approaches its subject matter through a three-fold structure of
process, themes and impact. Series Editors - Clive Dimmock, Mark
Brundrett and Les Bell The effects of globalization are evident in
education policy around the world. Governments from the United
States to China are driving their education systems to produce more
skilled, more flexible, more adaptable employees. The pressure to
perform is all-pervasive, meaning present-day leaders have to go
beyond the principles of humane and equitable management practice
and look for a competitive advantage through strategies that
enhance motivation, build capacity for organizational improvement,
and produce better value-added performance. Human Resource
Management in Education debates the fundamental question of how far
effective human resource management policies can enable schools and
colleges to transcend the paradoxes of the global reform agenda. It
analyses the relationship between leadership, the classroom and
results, and uses case studies to explore the extent to which
performance is enhanced by distributed leadership and constrained
by social, political and economic contexts. The book is divided
into three parts: examining the current context of human resource
management, by critically analysing globalization, human capital
theory, and worldwide trends in government legislation, societal
values, and teacher culture(s); exploring two pairs of contemporary
themes in human resource management, by comparing the roles of
leaders and followers, on the one hand, and contrasting learning
and greedy organizations, on the other; looking at how the context
and the themes impact on particular contemporary practices in human
resource management, by analysing the selection and development of
professionals, the remodelling of school teams and the management
of performance. The authors carefully blend advocacy with evidence
to ensure relevance for both practitioner and academic audiences
across the globe. The book would be of particular use to students
on masters courses in educational leadership.
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