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Exceptional management skills are crucial to success in educational
environments. As school leaders, principals are expected to
effectively supervise the school system while facing a multitude of
issues and demands. Multidimensional Perspectives on Principal
Leadership Effectiveness combines best practices and the latest
approaches in school administration and management. Exploring the
challenges faced by principals, as well as the impact of new
managerial tactics being employed, this book is a comprehensive
reference publication for policymakers, academicians, researchers,
students, school practitioners, and government officials seeking
current and emerging research on administrative leadership in
educational settings.
This book deals with effective school leadership and its
essential role in improving the efficiency and equity of schooling.
It provides school leaders with instruments and processes to
examine the big picture of leadership as the key intermediary
between the classroom, the individual school and its community, and
the educational system as a whole. By doing so, it increases school
leaders' level of awareness with regards to systemic leadership.
Furthermore, the book shows how organizational arrangements for
schools have changed significantly over time and how school leaders
have become involved in matters within and beyond their school's
borders. The book's comparison of countries makes clear that, while
school context and system-level differences have varying
implications for the exercise of school leadership across
countries, a number of global trends have impacted on schools
across many countries around the world. In line with these changes,
the roles and responsibilities of school leaders have expanded and
intensified. Moreover, through the examination of school leaders'
epistemological beliefs, the book investigates the relationship
between these beliefs and the exercise of school leadership."
Sponsored by the University Council on Educational Administration
(UCEA), the British Educational, Leadership, Management, and
Administration Society (BELMAS), and the Commonwealth Council for
Educational Administration and Management (CCEAM), this is the
first book to provide a comprehensive and comparative review of
what is known about the preparation and development of primary and
secondary schools leaders across the globe. It describes current
issues and debates and an assessment of where the field of
leadership development is headed. Key features include the
following: Global Focus - This book provides the first
comprehensive look at leadership preparation and development across
the globe. The chapter authors, all of whom are well known
scholars, are drawn from the following countries: USA 8, UK 9,
Europe 5, Asia 3, Canada 3, Australia/New Zealand 3, and Africa 3.
Topical & Geographical Focus - Provides researchers and
policymakers with critical descriptions and assessments of both
topical and geographical areas. International Expertise -- Chapter
contributors are drawn from a variety of theoretical perspectives
and represent all major continents.
Sponsored by the University Council on Educational Administration
(UCEA), the British Educational, Leadership, Management, and
Administration Society (BELMAS), and the Commonwealth Council for
Educational Administration and Management (CCEAM), this is the
first book to provide a comprehensive and comparative review of
what is known about the preparation and development of primary and
secondary schools leaders across the globe. It describes current
issues and debates and an assessment of where the field of
leadership development is headed. Key features include the
following: Global Focus - This book provides the first
comprehensive look at leadership preparation and development across
the globe. The chapter authors, all of whom are well known
scholars, are drawn from the following countries: USA 8, UK 9,
Europe 5, Asia 3, Canada 3, Australia/New Zealand 3, and Africa 3.
Topical & Geographical Focus - Provides researchers and
policymakers with critical descriptions and assessments of both
topical and geographical areas. International Expertise -- Chapter
contributors are drawn from a variety of theoretical perspectives
and represent all major continents.
This book deals with effective school leadership and its essential
role in improving the efficiency and equity of schooling. It
provides school leaders with instruments and processes to examine
the big picture of leadership as the key intermediary between the
classroom, the individual school and its community, and the
educational system as a whole. By doing so, it increases school
leaders’ level of awareness with regards to systemic leadership.
Furthermore, the book shows how organizational arrangements for
schools have changed significantly over time and how school leaders
have become involved in matters within and beyond their school’s
borders. The book’s comparison of countries makes clear
that, while school context and system-level differences have
varying implications for the exercise of school leadership across
countries, a number of global trends have impacted on schools
across many countries around the world. In line with these changes,
the roles and responsibilities of school leaders have expanded and
intensified. Moreover, through the examination of school leaders’
epistemological beliefs, the book investigates the
relationship between these beliefs and the exercise of school
leadership.
An exchange on education ideas has shaped the transatlantic
discourse in education for a long time. Over the past two decades
education science has increasingly become networked
internationally. Since 2015, the Office for International
Cooperation in Education at DIPF | Leibniz Institute for Research
and Information in Education has organized international sessions
on education research at the Annual Meetings of the American
Educational Research Association, thus providing a floor for
transatlantic exchange on current research topics. The volume gives
an overview of the transatlantic activities in education research
with regard to these sessions representing a collection of topics
ranging from school development over the use of large scale
assessment and digital data in education to questions related to
migration and public education or the economization of education.
At the same time the volume offers a reflection on the assets and
obstacles of international exchange.
Successful School Leadership identifies the characteristics,
behaviours and practices of successful and effective school leaders
through the adoption of a systemic view of the quality of school
organizations. Edited by Petros Pashiardis and Olof Johansson,
chapters explore the similarities and differences between
successful and effective school leaders and across various
socioeconomic contexts. Capitalizing on the experiences of the
international contributor team, this book will inform the
preparation and further development provided to school leaders in
an era where ministries of education, universities and
multinational organisations (such as the OECD) are increasingly
interested in the leadership of our schools. Systematic analyses of
multi-perspective data provided from around the world and offers
the readers a comprehensive picture of the key behaviours and
practices central to successful and effective school leadership. An
original contribution to the theoretical perspectives on the
subject is derived through insights from empirical research, case
studies, and bibliographical literature from the field.
Successful School Leadership identifies the characteristics,
behaviours and practices of successful and effective school leaders
through the adoption of a systemic view of the quality of school
organizations. Edited by Petros Pashiardis and Olof Johansson,
chapters explore the similarities and differences between
successful and effective school leaders and across various
socioeconomic contexts. Capitalizing on the experiences of the
international contributor team, this book will inform the
preparation and further development provided to school leaders in
an era where ministries of education, universities and
multinational organisations (such as the OECD) are increasingly
interested in the leadership of our schools. Systematic analyses of
multi-perspective data provided from around the world and offers
the readers a comprehensive picture of the key behaviours and
practices central to successful and effective school leadership. An
original contribution to the theoretical perspectives on the
subject is derived through insights from empirical research, case
studies, and bibliographical literature from the field.
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