School Leadership: An Analysis of Competence Frameworks
School leadership is considered a core aspect of successful school improvement across the world, especially in the light of the emerging paradigms of increased school autonomy and accountability. However, despite the importance of school leadership, the definition of this concept has been perceived from diverse standpoints, leading to a multitude of different school leadership models. On the other hand, as the role of school leaders is enhanced, the competences that the school leaders need to attain and demonstrate are also continuously updated. In this shifting context, this chapter aims to shed light on the contemporary understanding of K-12 school leadership models and competence frameworks through a systematic analysis in international scholarly and educational policy literature and the proposal of a school leadership competence “meta-framework,” as a synthesis of the up-to-date school leader competences.
KeywordsSchool leadership School leadership competences
The first and third authors’ contribution in this work has been partially funded by the Greek General Secretariat for Research and Technology, under the Matching Funds 2014–2016 for the EU project “Inspiring Science: Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools” (Project Number: 325123). The third author’s contribution in this work is part of Curtin’s contribution to the “Open Schools for Open Society” Project, under the European Commission’s Horizon 2020 SwafS-15-2016 Program (Project Number: 741572). This document reflects the views only of the authors, and it does not represent the opinion of the Greek General Research Secretariat, the European Commission, or Curtin University. The Greek General Research Secretariat, the European Commission, and Curtin University cannot be held responsible for any use that might be made of its content.
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