The Interplay between Instructional and Entrepreneurial Leadership Styles in Cyprus Rural Primary Schools

Autor/inn/en	Pashiardis, Petros; Savvides, Vassos
Titel	The Interplay between Instructional and Entrepreneurial Leadership Styles in Cyprus Rural Primary Schools
Quelle	In: Leadership and Policy in Schools, 10 (2011) 4, S.412-427 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2011.610557
Schlagwörter	Research Methodology; Leadership Styles; Foreign Countries; Instructional Leadership; Principals; Entrepreneurship; Rural Schools; Elementary Schools; Sampling; Interviews; Case Studies; Administrator Effectiveness; Cyprus + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Führungsstil; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Unternehmungsgeist; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Grundschule; Volksschule; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Zypern
Abstract	The purpose of this article is to demonstrate how school principals combine instructional and entrepreneurial aspects of leadership in their effort to build capacity for student learning. Four cases of successful school principals in rural primary schools in Cyprus are described as part of the International Successful School Principalship Project (ISSPP). Purposive sampling was used in a multiperspective research methodology employing a semistructured interview protocol. The findings of the case studies formed the basis of a framework of successful school leadership, according to which instructional and entrepreneurial leadership are two vital and complementary constituents of successful leadership. The specific framework holds unique importance since it illustrates that successful leadership can promote learning both within the school itself but also through the utilization of its wider environment. Findings suggest that practitioners and policymakers need to think and act in a systemic manner by taking into account all the forces that impact student learning. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10