
LEADING SCHOOLS IN TIMES OF CHANGE
Open University Press
Published on 16. May 2000
Book
Paperback/Softback
216 pages
978-0-335-20582-0 (ISBN)
Description
Leadership of schools in changing times is fraught with opportunities and challenges. Leaders are expected to manage competing interests, to create conditions which form the foundation for lifelong learning, to sustain the motivation and morale of staff and to raise achievement levels of all students. Yet to date, there are few texts which examine how this is done successfully. This book seeks to meet this need. It considers effective leadership and management of schools from the perspectives of headteachers, teachers, students, ancillaries, governors and parents in a variety of reputationally good schools of different phases, locations and size. Through a mixture of participants' accounts and analysis of leadership theory, this highly readable book reveals a number of characteristics of headteachers who are both effective and successful: the centrality of personal values, people-centred leadership and the ability to manage tensions and dilemmas. The authors propose a post-transformational theory that reflects the complexity of leadership behaviour in the twenty-first century, suggesting that reliance upon rational, managerialist theory as the basis for training is inappropriate for the values-led contingency model that represents successful school leadership.
More details
Language
English
Place of publication
Milton Keynes
United Kingdom
Illustrations
bibliography, index
Dimensions
Height: 215 mm
Width: 135 mm
Thickness: 13 mm
Weight
273 gr
ISBN-13
978-0-335-20582-0 (9780335205820)
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Schweitzer Classification
Other editions
Additional editions

Christopher Day
Leading Schools In Times Of Change
E-Book
05/2000
1st Edition
McGraw-Hill Education
€66.69
Available for download
Persons
Christopher Day is Professor of Education and Co-Director of the Centre for Teacher and School Development at the University of Nottingham. He has extensive teaching and lecturing experience both in the UK and internationally and has published widely on leadership and professional development.
Alma Harris is Senior Lecturer in Education and Co-Director of the Centre for Teacher and School Development at the University of Nottingham. She is also a Research Associate of the International Centre for School Effectiveness and School Improvement at the Institute of Education, University of London.
Harry Tolley was formerly Senior Lecturer in Education at the University of Nottingham and currently works as a consultant in training and human resource development. He has an ongoing interest in the professional development of teachers.
Mark Hadfield is a Lecturer in Education and a Co-ordinating Director of the Centre for Teacher and School Development at the University of Nottingham. He is an experienced teacher, researcher and consultant.
John Beresford worked in primary schools for over twenty years before becoming Research Officer for the Improving the Quality of Education for All School Improvement project based at the Universities of Cambridge and Nottingham. He is governor of a primary school and an OFSTED inspector.
Alma Harris is Senior Lecturer in Education and Co-Director of the Centre for Teacher and School Development at the University of Nottingham. She is also a Research Associate of the International Centre for School Effectiveness and School Improvement at the Institute of Education, University of London.
Harry Tolley was formerly Senior Lecturer in Education at the University of Nottingham and currently works as a consultant in training and human resource development. He has an ongoing interest in the professional development of teachers.
Mark Hadfield is a Lecturer in Education and a Co-ordinating Director of the Centre for Teacher and School Development at the University of Nottingham. He is an experienced teacher, researcher and consultant.
John Beresford worked in primary schools for over twenty years before becoming Research Officer for the Improving the Quality of Education for All School Improvement project based at the Universities of Cambridge and Nottingham. He is governor of a primary school and an OFSTED inspector.
Content
Acknowledgements
Introduction
The changing face of headship
Studying leadership in schools from multiple perspectives
The headteachers
The deputies and teachers
The perspectives of governors, parents and support staff
The students' perspectives
School leadership
tensions and dilemmas
Post transformational leadership
Bibliography
Index.
Introduction
The changing face of headship
Studying leadership in schools from multiple perspectives
The headteachers
The deputies and teachers
The perspectives of governors, parents and support staff
The students' perspectives
School leadership
tensions and dilemmas
Post transformational leadership
Bibliography
Index.