Based on the authors' research on the behaviour and thinking of
school leaders, this volume presents arguments about the natue of
expert school leadership. It parallels developments in the field
from the early 1980s when the emphasis was on identifying the
behaviours of effective principals, to the early 1990s, when the
focus shifted to understanding the thinking underlying those
behaviours. The ideas contained in this book should be useful in
helping practising educationalists develop the skills involved in
school leadership.
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