Leadership development and issues of effectiveness

Authored by: Jim O’Brien , Christine Forde

The Routledge International Handbook of Educational Effectiveness and Improvement

Print publication date:  August  2015
Online publication date:  August  2015

Print ISBN: 9780415534437
eBook ISBN: 9781315679488
Adobe ISBN: 9781317394327

10.4324/9781315679488.ch13

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Abstract

Internationalisation and globalisation are now common features that challenge policymakers, academics, and even school practitioners, faced with the demanding intercultural differences increasingly found in many classrooms. Political systems expect them to improve economic competitiveness and educational effectiveness. The centrality of leadership in ensuring effectiveness is a core principle of much of the literature about school improvement (Cheng, 2003; Sammons, Hillman, & Mortimore, 1995), a principle now ‘globalised’ and enshrined in sets of policy initiatives enacted in different national education systems. Increased accountability resulting in the creation of ‘licensing’ schemes for potential school leaders (Bales, 2006), the generation of sets of professional standards for school leadership (O’Brien, Murphy, & Draper, 2008), experimenting with different forms of school leadership, specialist qualifications, and succession planning (Fink & Brayman, 2006), and experimentation with various forms of leadership development are all sets of practices being developed and ‘borrowed’ across different educational jurisdictions.

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