Advertisement

School Leadership Is Change Oriented

  • Paul W. Miller
Chapter
Part of the Intercultural Studies in Education book series (ISE)

Abstract

The essence of school leadership is change. And never before in modern history has the responsibility for individual, community and societal change been more firmly placed in the hands of so few: school principals. With education increasingly being seen as the panacea to society’s ills and political failure, the role of the school and the work of principals has taken centre stage (Ball et al., 2006). Principals are aware of the increasing demands being placed upon them to lead change. The main finding of this chapter is that school leaders view their role as creating change for individuals, local communities and society as a whole. They also point to changes at school level that are necessary in order to adequately and appropriately respond to changes in the external environment as well as cater to the demands of changing student demographics.

References

  1. Bell, L., & Stevenson, H. (2006). Education Policy: Process, Themes and Impact. London: RoutledgeFalmer.Google Scholar
  2. Bosworth, B., & Collins, S. (2003). The Empirics of Growth: An Update. Brookings Papers on Economic Activity, No. 1.Google Scholar
  3. Brighouse, T. (2006). On Education. Abingdon: Routledge.CrossRefGoogle Scholar
  4. Brown, G. (2010, January). Gordon Brown: ‘This Election Will Be about Social Mobility’. Speech Given to the Fabian Society New Year Conference.Google Scholar
  5. Bush, T. (2010). Theories of Educational Leadership & Management (4th ed.). London: Sage.Google Scholar
  6. Cameron, D. (2007). Social Responsibility: The Big Idea for Britain’s Future. London: Conservative Party.Google Scholar
  7. Collins, J. (2001). Good to Great: Why Some Companies Make the Leap… and Others Don’t. New York: HarperCollins.Google Scholar
  8. Davies, M., & Edwards, G. (2001). Will the Curriculum Caterpillar Ever Learn to Fly? In M. Fielding (Ed.), Taking Education Really Seriously: Four Years’ Hard Labour (pp. 96–107). London: Routledge.Google Scholar
  9. Fink, D. (2001). The Two Solitudes: Policy Makers and Policy Implementers. In M. Fielding (Ed.), Taking Education Really Seriously: Four Years Hard Labour. London: RoutledgeFalmer.Google Scholar
  10. Fullan, M. G. (2001). The New Meaning of Educational Change. London: Cassell.Google Scholar
  11. Fullan, M. G. (2002). The Change Leader: Beyond Instructional Leadership. Educational Leadership, 59(8), 16–21.Google Scholar
  12. Gregory, I. (2002). The Aims of Education. In I. Davis, I. Gregory, & N. McGuinn (Eds.), Key Debates in Education. London: Continuum.Google Scholar
  13. Hirst, P. H. (1965). Liberal Education and the Nature of Knowledge. In R. D. Archambault (Ed.), Philosophical Analysis and Education. London: Continuum.Google Scholar
  14. Jones, A. (1987). Leadership for Tomorrow’s Schools. Oxford: Blackwell.Google Scholar
  15. Lawton, D. (2004). Education and Labour Party Ideologies 1900–2001 and Beyond. London: Routledge.Google Scholar
  16. Lee, J.-W. (1999). Economic Growth and Human Development in the Republic of Korea: 1945–1992. New York: United Nations Development Programme.Google Scholar
  17. Lucas, R. E. (1993). Making a Miracle. Econometrica, 61, 251–272.CrossRefGoogle Scholar
  18. MacGilchrist, B. (2003). Has School Improvement Passed Its Sell-by Date? [Inaugural Professorial Lecture]. London: Institute of Education.Google Scholar
  19. Menter, I., Muschamp, Y., Nichols, P., Pollard, P., & Ozga, J. (1995). Still Carrying the Can: Primary School Headship in the 1990s. School Organisation, 15, 301–312.Google Scholar
  20. Miller, P. (2016). Exploring School Leadership in England and the Caribbean: New Insights from a Comparative Approach. London: Bloomsbury.Google Scholar
  21. Moore, W. E. (1974). Social Change (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  22. Northouse, P. G. (2016). Leadership: Theory & Practice (7th ed.). Thousand Oaks, CA: Sage.Google Scholar
  23. OECD. (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD.CrossRefGoogle Scholar
  24. Papadopoulous, G. (1998). Learning for the Twenty-First Century: Issues. In J. Delors, Education for the Twenty-First Century: Issues and Prospects. Contributions to the Work of the International Commission on Education for the Twenty-First Century. Paris: UNESCO.Google Scholar
  25. Patil, N. (2012). Role of Education in Social Change. International Educational E-Journal, 1(2), 205–209.Google Scholar
  26. Peters, R. S. (1996). Ethics and Education. London: George Allen and Unwin.Google Scholar
  27. Rivera-Batiz, F. L. (2007). Is Education an Engine of Economic Growth?: Myth and Reality. New York: Program in Economics and Education, Teachers College, Columbia University.Google Scholar
  28. Schultz, T. W. (1963). The Economic Value of Education. New York: Columbia University Press.Google Scholar
  29. Sewell, K., & Newman, S. (2007). What Is Education? In J. Sharp, S. Ward, & L. Hankin (Eds.), Education Studies: An Issues-Based Approach. Learning Matters: Exeter.Google Scholar
  30. Suchman, M. C. (1995). Managing Legitimacy: Strategic and Institutional Approaches. Academy of Management Journal, 20(3), 571–610.Google Scholar
  31. Torrington, D., & Weightman, J. (1989). The Reality of School Management. Oxford: Basil Blackwell.Google Scholar
  32. Tyack, D., & Cuban, L. (1995). Tinkering toward Utopia: A Century of Public School Reform. Cambridge, MA: Harvard University Press.Google Scholar
  33. United Nations. (1989, November 20). Convention on the Rights of the Child. Retrieved from http://www.refworld.org/docid/3ae6b38f0.html
  34. Wittgenstein, L. (1953). Philosophical Investigations. Oxford: Blackwell.Google Scholar
  35. Woolf, A. (2000). Does Education Matter? Myths about Education and Economic Growth. London: Penguin.Google Scholar
  36. World Bank. (1995). Constructing Knowledge Societies: New Challenges for Tertiary Education. Washington, DC: The World Bank.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Paul W. Miller
    • 1
  1. 1.School of Education and Professional DevelopmentUniversity of HuddersfieldHuddersfieldUK

Personalised recommendations