Teacher Leadership, Reflective Practice, and School Improvement

  • Chris Day
  • Alma Harris
Part of the Springer International Handbooks of Education book series (SIHE, volume 8)


Effective principalship has for many years been widely accepted as being a key constituent in achieving school improvement (Barth, 1988, 1990; Beck & Murphy, 1993; Sergiovanni, 1990; Southworth, 1990; Blase & Anderson, 1995; Caldwell & Spinks, 1992; Duignan & Macpherson, 1992; Fullan 1992b; Hodgkinson, 1991; Leithwood, 1992; Leithwood, Begley, & Cousins, 1992; Leithwood & Jantzi, 1990). Effective principals are leaders whose work transforms the schools in which they work (Leithwood, et al., 1999; McBeath, 1998; Day, et al., 2000b; Harris, et al., 2001). Recently, both the school effectiveness and growing school improvement research movements have highlighted the importance of leadership in successful school development and change (Teddlie & Reynolds, 2000; Sammons 2000; Mortimore, 2000); and researchers within these movements have confirmed that effective principals are those who focus primarily on promoting high expectations, teacher motivation and the quality of learning and teaching in the classroom (Eraut, 1994; Hargreaves, 1994; Sammons, et al., 1995; Fullan, 2001; Sergiovanni, 2001).


Professional Development Transformational Leadership Continue Professional Development Reflective Practice School Improvement 
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Copyright information

© Springer Science+Business Media Dordrecht 2002

Authors and Affiliations

  • Chris Day
    • 1
  • Alma Harris
    • 2
  1. 1.School of EducationUniversity of NottinghamEngland
  2. 2.Institute of EducationUniversity of WarwickEngland

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