Advertisement

School Leadership Is Teacher Dependent

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

Abstract

School leaders, no matter how effective they are, cannot function without teachers. Although describing school leaders as the “drivers” of an education system, Miller (2016, Exploring School Leadership in England and the Caribbean: New Insights from a Comparative Approach. London: Bloomsbury) describes teachers as the “mechanics”. This metaphor points to the important role of teachers in helping school leaders, and therefore schools and society, to support the learning of students to the best of their abilities. The important role played by teachers in the success of a school/school leader has not always been acknowledged. However, the main finding of this chapter is that, teachers are highly valued by school leaders who describe them as the wheel and hub of a school. Furthermore, and despite issues of teacher quality and numbers (shortage), school leaders regard teachers as change agents, and leaders with whom they jointly share responsibility for leading learning and for the overall success of their school and each student.

References

  1. Adair, J. (1973). Action-Centred Leadership. New York: McGraw-Hill.Google Scholar
  2. Angus, L. (1993). “New” Leadership and the Possibility of Educational Reform. In J. Smyth (Ed.), A Socially Critical View of the Self-Managing School. London: Falmer Press.Google Scholar
  3. Badley, G. (1986). The Teacher as Change Agent. British Journal of In-Service Education, 12(3), 151–158.  https://doi.org/10.1080/0305763860120305 CrossRefGoogle Scholar
  4. Bennis, W. G., Benn, K. F., Chin, R., & Corey, K. E. (Eds.). (1976). The Planning of Change (3rd ed.). New York: Holt, Rinehart & Winston.Google Scholar
  5. Bolam, R. (1975). The Management of Educational Change: Towards a Conceptual Framework. In V. Houghton, R. McHugh, & C. Morgan (Eds.), Management in Education: The Management of Organisations and Individuals (pp. 391–409). Milton Keynes: Ward Lock/Open University Press.Google Scholar
  6. Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as Stance: Practitioner Research for the Next Generation. New York: Teachers College Press.Google Scholar
  7. Fullan, M. (1993). Why Teachers Must Become Change Agents. Educational Leadership, 50(6), 12–17.Google Scholar
  8. Grace, G. (1989). Education: Commodity or Public Good? British Journal of Educational Studies, 37(2), 207–221.CrossRefGoogle Scholar
  9. Gronn, P. (2003). The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform. London: Sage.Google Scholar
  10. Hansen, D. (2011). The Teacher and the World: A Study of Cosmopolitanism as Education. Abingdon: Routledge.Google Scholar
  11. Hargreaves, A. (2003). Teaching in the Knowledge Society: Education in the Age on Insecurity. New York: Teachers College Press.Google Scholar
  12. Hargreaves, D. H. (2012). A Self-Improving School System: Towards Maturity. Nottingham: NCSL.Google Scholar
  13. Hargreaves, L., Cunningham, M., Everton, T., Hansen, A., Hopper, B., McIntyre, D., et al. (2006). The Status of Teachers and the Teaching Profession: Views from Inside and Outside the Profession: Interim Findings from the Teacher Status Project. Research Report 755. London: DfES.Google Scholar
  14. Harris, A. (2014). Distributed Leadership Matters: Perspectives, Practicalities, and Potential. Thousand Oaks, CA: Corwin.CrossRefGoogle Scholar
  15. Harrison, C., & Killion, J. (2007). Teachers as Leaders: Ten Roles for Teacher Leaders. Educational Leadership, 65(1), 74–77.Google Scholar
  16. Hutton, D. M. (2014). Preparing the Principal to Drive the Goals of Education for All: A Conceptual Case Developmental Model. Research in Comparative & International Education, 9(1), 92–110.CrossRefGoogle Scholar
  17. Kirkwood-Tucker, T. F. (1990). Around the World at Miami High. In K. Tye (Ed.), Global Education: From Thought to Action (pp. 109–116). Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
  18. Miller, P. (2014). What Is a Principal’s Quality Mark? Issues and Challenges in Leadership Progression among Primary Teachers in Jamaica. Research in Comparative & International Education, 9(1), 126–137.CrossRefGoogle Scholar
  19. Miller, P. (2016). Exploring School Leadership in England and the Caribbean: New Insights from a Comparative Approach. London: Bloomsbury.Google Scholar
  20. OECD. (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD.CrossRefGoogle Scholar
  21. Sammons, P., Hillman, I., & Mortimore, P. (1995). Key Characteristics of Effective Schools: A Review of School Effectiveness Research. Report by the IoE for OfSTED.Google Scholar
  22. Smith, J. (2011). Aspirations to and Perceptions of Secondary Headship: Contrasting Female Teachers’ and Headteachers’ Perspectives. Educational Management Administration and Leadership, 39(5), 516–535.CrossRefGoogle Scholar
  23. Spillane, J., & Diamond, J. B. (2007). Distributed Leadership in Practice. New York: Teachers College Press.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