International Handbook of Leadership for Learning

  • Tony Townsend
  • John MacBeath

Part of the Springer International Handbooks of Education book series (SIHE, volume 25)

Table of contents

  1. Front Matter
    Pages i-xv
  2. John MacBeath, Tony Townsend
    Pages 1-25
  3. Major Themes in Leadership for Learning: An International Perspective

  4. Theoretical and Contextual Frameworks for Leadership for Learning

    1. Front Matter
      Pages 113-113
    2. Neil Dempster, Greg Robson, Mike Gaffney
      Pages 143-163
    3. Ulrich C. Reitzug, Deborah L. West
      Pages 165-185
  5. System and Policy Issues on Leadership for Learning

    1. Front Matter
      Pages 187-187
    2. John M. Burger, Anna Nadirova, Jim Brandon, Bob Garneau, Chris Gonnet
      Pages 243-266
    3. José Weinstein, Gonzalo Muñoz, Dagmar Raczynski
      Pages 297-317
  6. Educating School Leaders for Leadership for Learning

    1. Front Matter
      Pages 335-335
    2. Kenneth Leithwood, Steven Reid, Laurie Pedwell, Marg Connor
      Pages 337-353
    3. Richard H. Ackerman, Gordon A. Donaldson, Sarah V. Mackenzie, George F. Marnik
      Pages 375-396
    4. Inbanathan Naicker
      Pages 431-443
  7. Implementing Leadership for Learning: The Role of the School Leader

  8. Changing Hearts and Minds: Building Leadership for Learning in Current School Leaders

  9. Spreading the Task: Including Others in Leadership for Learning

    1. Front Matter
      Pages 717-717
    2. Susan Lovett, Dorothy Andrews
      Pages 719-739

About this book


The International Handbook of Leadership for Learning brings together chapters by distinguished authors from thirty-one countries in nine different regions of the world. The handbook contains nine sections that provide regional overviews; a consideration of theoretical and contextual aspects; system and policy approaches that promote leadership for learning with a focus on educating school leaders for learning and the role of the leader in supporting learning. It also considers the challenge of educating current leaders for this new perspective, and how leaders themselves can develop leadership for learning in others and in their organisations, especially in diverse contexts and situations. The final chapter considers what we now know about leadership for learning and looks at ways this might be further improved in the future. The book provides the reader with an understanding of the rich contextual nature of learning in schools and the role of school leaders and leadership development in promoting this. It concludes that the preposition ‘for’ between the two readily known and understood terms of ‘leadership’ and ‘learning’ changes everything as it foregrounds learning and complexifies, rather than simplifies, what that word may mean.  Whereas common terms such as ‘instructional leadership’ reduce learning to ‘outcomes’, leadership for learning embraces a much wider, developmental view of learning.


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Editors and affiliations

  • Tony Townsend
    • 1
  • John MacBeath
    • 2
  1. 1., School of EducationUniversity of GlasgowGlasgowUnited Kingdom
  2. 2., Faculty of EducationUniversity of CambridgeCambridgeUnited Kingdom

Bibliographic information