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Modeling School Leadership across Europe pp 13–46Cite as

The Conceptualization and Development of the Pashiardis–Brauckmann Holistic Leadership Framework

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Abstract

In this chapter, an examination of the various theories developed on leadership, such as situational theories and transactional and transformational theories, is initially presented. Following, there is an examination of the main empirical findings about the effects of school leadership on student achievement. Finally, an in-depth presentation of the five leadership styles that school principals are likely to employ in their work is provided, as follows: (1) instructional style, (2) structuring style, (3) participative style, (4) entrepreneurial, and (5) personnel development style. Additionally, a more in-depth analysis of the most prominent school climate variables is presented, which includes a learning and orderly climate, personal achievement orientation, evaluation and feedback practices, teachers’ job satisfaction and commitment to the school, teacher-student interactions, students’ opportunity to learn, explicit teaching strategies, and parental involvement. In the end, a description is offered about how all these components are placed together in order to create the Pashiardis-Brauckmann Holistic Leadership Framework in its initial conceptualization.

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  1. Educational Leadership, Center for Research and Training in Educational Leadership and Policy (CERTELP), Open University of Cyprus, Latsia, 12794, 2252, Nicosia, Cyprus

    Petros Pashiardis

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  1. Graduate Program in Educational Studies, Professor of Educational Leadership, Open University of Cyprus, Nicosia, Cyprus

    Petros Pashiardis

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Pashiardis, P. (2014). The Conceptualization and Development of the Pashiardis–Brauckmann Holistic Leadership Framework. In: Pashiardis, P. (eds) Modeling School Leadership across Europe. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7290-8_2

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