Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts
Bibliographic Data
| ID | 21373969 |
|---|---|
| Authors | Monica Mincu (0000-0002-0934-7460, Institute for Educational Leadership, corresponding author) |
| Year | 2022 |
| Volume | 52 |
| Issue | 3-4 |
| Pages | 231-242 |
| Publication date | 2022-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Prospects (JOURNAL) |
| Journal identifiers | ISSN: 0033-1538 • E-ISSN: 1573-9090 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11125-022-09625-6 |
| PMID | 36339494 |
| OpenAlex | W4307909821 |
| Language | EN |
| Citations received | 22 |
| References cited | 27 |
Failing to recognize the role of leaders in quality and equitable schooling is unfortunate and must be redressed. Leadership is fundamentally about organized agency and collective vision, not managerialism, since it is an organizational quality, not merely a positionality attribute. Most important, if change is to be systemic and transformative, it cannot occur uniquely at the individual teachers’ level. School organization is fundamental to circulating and consolidating new innovative actions, cognitive schemes, and behaviors in coherent collective practices. This article engages with the relevance of governance patterns, school organization, and wider cultural and pedagogical factors that shape various leadership configurations. It formulates several assumptions that clarify the importance of leadership in any organized change. The way teachers act and represent their reality is strongly influenced by the architecture of their organization, while their ability to act with agency is directly linked to the existence of flat or prominent hierarchies, both potentially problematic for deep and systemic change. A hierarchical imposition from above as well as a lack of leadership vision in fragmented school cultures cannot determine any transformation
Agency (philosophy) · China · Collective leadership · Corporate governance · Educational leadership · Epistemology · Instructional leadership · Leadership studies · Leadership style · Management · Managerialism · Pedagogy · Political science · Public relations · Quality (philosophy) · Shared leadership · Social science · Sociology · Transformational leadership · Transformative learning · Collaborative Teaching and Inclusion · Educational Assessment and Improvement · Law · Teacher Education and Leadership Studies
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Distributed leadership in educational contexts
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Contextualizing entrepreneurial leadership in the K-12 school setting—lessons from Austria and Germany
Digital transformation in school for mobile learning
Ways of improving the performance of female secondary school leaders in the light of digital and innovative leadership skills
Learning Organization Practices in Latvian Schools
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School principals' and teachers' perspectives on school quality management in Islamic schools
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Designing an assessment tool for teacher leadership competencies in aspiring elementary school principals in Indonesia
Whiteness in the bones
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The New Meaning of Educational Change
Seven strong claims about successful school leadership
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Teachers’ informal leadership for equity in France and Italy during the first wave of the education emergency
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| Unique citing works | 22 |
|---|---|
| Citations per year | 7.33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |