Educational Leadership and Context: A Rendering of an Inseparable Relationship

Autor/inn/en	Clarke, Simon; O'Donoghue, Tom
Titel	Educational Leadership and Context: A Rendering of an Inseparable Relationship
Quelle	In: British Journal of Educational Studies, 65 (2017) 2, S.167-182 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2016.1199772
Schlagwörter	Instructional Leadership; Context Effect; Educational Practices; School Location; Educational Policy; Principals; Leadership Styles; School Districts; Educational Research; Correlation; Educational Environment; Elementary Secondary Education; Cultural Context; Institutional Characteristics; Educational Resources; Educational Trends; Global Approach; Student Diversity + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Bildungspraxis; Schulgelände; Politics of education; Bildungspolitik; Principal; Schulleiter; Führungsstil; School district; Schulbezirk; Bildungsforschung; Pädagogische Forschung; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsmittel; Bildungsentwicklung; Globales Denken
Abstract	The amount of empirical research on leadership of educational organisations, and especially of schools, which has stressed the importance of being sensitive to context, is not great. This paper seeks to highlight the challenge presented by this situation. First, context is defined. Second, attention is drawn to what can be learned in the area of school leadership from the emphasis in other bodies of scholarship within the broad field of education studies on paying attention to matters of context. Third, an overview is provided of some of the key considerations arising out of the small body of work undertaken in the field by those researchers who have focussed on the broad range of issues that can arise for school leaders in distinctive contexts. Finally, five key and interconnected propositions to guide practice with regard to leadership in diverse contexts that have been generated from an analysis of the latter body of work are presented. In doing so, it is recognised that these are tentative in the absence of a much larger corpus of work. Overall, we hope that, along with providing intellectual sustenance, each of the four areas considered will also stimulate discussion on areas for further research. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01