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This book casts a refreshingly new light on current literature on
school leadership, which has predominantly been viewed through
Western lenses. Accordingly, key concepts and theories on
leadership and school leadership have primarily been generated from
thinking and research in the Western sphere. This is problematic,
considering the fact that the leadership concept or construct, and
its practices, are significantly influenced and shaped by contexts,
and even situations. However, there are various contextual
conditions and forces that can separately or collectively affect
how school leadership is understood and practiced, including
social, cultural, historical, geographical, economic and political
conditions. In response, the book seeks to provide readers a better
awareness of how the leadership construct or phenomenon is shaped
by the varying contexts constantly affecting school leadership,
while specifically focusing on the Asia Pacific region. In turn, it
highlights various Asia Pacific contexts that shape school
leadership, so as to 'speak back' to existing theories on school
leadership.
This book provides readers with insights into how Singapore school
leaders are actively engaged in the transformation of the Singapore
education system. It brings to attention crucial elucidations of
the increasing demand and complexity placed on school leaders
through the use of case studies. Each chapter in the book focuses
on a particular issue which has become important or has gained
renewed importance in the Singapore education system. The chapters
first provide a background to the theme under examination and a
theoretical basis for discussion. They then narrate the case that
shows how school leaders interpret and implement policy initiatives
in their respective schools or lead change in that area. The case
studies span over a wide range of domains such as instructional
leadership, assessment leadership, stakeholder engagement,
professional learning communities, and school branding. The data
collected from these case studies came primarily from interviews of
educators in their respective school contexts, in addition to other
sources of data such as artifacts. Each case study highlights
descriptions, interpretations, and perspectives across school
contexts, which is consistent with the proposition that school
leadership is very much shaped by context. At the end of each
chapter, there are guiding questions to help readers critically
analyse and reflect on the main learning points of the case.
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