Leadership In Schools Facing Challenging Circumstances  

Oleh:

Harris, Alma ; Chapman, Christopher

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Management in Education vol. 16 no. 1 (2002), page 10-13.
Fulltext: 10.pdf (58.1KB)

Isi artikel

Effective leadership is widely accepted as being a key constituent in achieving school improvement (Ofsted, 2000). Research findings from diverse countries and different school contexts have revealed the powerful impact of leadership in securing school development and change (e.g.Van Velzen et al, 1985; Hopkins 2001a;West et al, 2000). Hopkins (2001b) highlights the centrality of transformational and instructional leadership practices in achieving school improvement in Schools Facing Challenging Circumstances (SFCC).However, a review of the literature reveals that headteachers and principals who manage change in schools in difficult circumstances are far from uniform in their leadership styles (Lashway 1997). Early empirical studies of the kind of leadership provided by principals in American urban schools found that they differed greatly in the kind of leadership they provided (Blank 1987). In addition, Keedy (1993) reported that a range of leadership styles was most effective in SFCC and that no single approach to leadership worked in every situation.

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