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prelims q Lead 11/2/03 3:54 am Page i LEADERSHIP IN EDUCATION prelims q Lead 11/2/03 3:54 am Page ii Educational Management: Research and Practice Series Editor: Tony Bush Managing People in Education (1997) Edited by Tony Bush and David Middlewood Strategic Management in Schools and Colleges (1998) Edited by David Middlewood and Jacky Lumby Managing External Relations in Schools and Colleges (1999) Edited by Jacky Lumby and Nick Foskett Practitioner Research in Education: Making a Difference (1999) David Middlewood, Marianne Coleman and Jacky Lumby Managing Finance and Resources in Education (2000) Edited by Marianne Coleman and Lesley Anderson Managing Further Education: Learning Enterprise (2001) Jacky Lumby Managing the Curriculum (2001) Edited by David Middlewood and Neil Burton The Principles and Practice of Educational Management (2002) Edited by Tony Bush and Les Bell Leadership in Education Edited by Mark Brundrett, Neil Burton and Robert Smith This book, Research Methods in Educational Leadership and Management is the reader for the module Research methods in Educational Management, one of the core modules of the MBA in Educational Management offered by the CELM (previously EMDU), University of Leicester. The reader for the course is The Principles and Practice of Educational Management: edited by Tony Bush and Les Bell Other books accompanying the modules in this course are: Leadership and Strategic Management in Education Tony Bush and Marianne Coleman Managing Finance, Resources and Stakeholders in Education Lesley Anderson, Ann R.J. Briggs and Neil Burton Human Resource Management in Schools and Colleges David Middlewood and Jacky Lumby Managing Effective Learning and Teaching Ann R.J. Briggs and Daniela Sommefeldt For further information about the MBA in Educational Management, please contact the CELM at [email protected]. For further information about the books associated with the course, contact Paul Chapman Publishing at www.paulchap- manpublishing.co.uk prelims q Lead 11/2/03 3:54 am Page iii LEADERSHIP IN EDUCATION Edited by Mark Brundrett, Neil Burton and Robert Smith SAGE Publications . . London Thousand Oaks New Dehli prelims q Lead 11/2/03 3:54 am Page iv Editorial material and preface © Mark Brundrett, Neil Burton and Robert Smith 2003 Chapter 1 © Clive Dimmock 2003 Chapter 2 © Peter Gronn 2003 Chapter 3 © Marianne Coleman 2003 Chapter 4 © Peter Ribbins 2003 Chapter 5 © Ray Bolam 2003 Chapter 6 © Peter Newton 2003 Chapter 7 © Kenneth Leithwood 2003 Chapter 8 © Helen M. Gunter 2003 Chapter 9 © Clive Harber and Lynn Davies 2003 Chapter 10 © Mark Brundrett and Neil Burton 2003 Chapter 11 © Graham Peeke 2003 Chapter 12 © David Watson 2003 First published 2003 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Inquiries concerning reproduction outside those terms should be sent to the publishers. SAGE Publications Ltd 6 Bonhill Street London EC2A 4PU SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B-42, Panchsheel Enclave Post Box 4109 New Delhi 110 017 Library of Congress Control Number: 2002093387 A catalogue record for this book is available from the British Library ISBN 0761940472 ISBN 0761940480 (pbk) Typeset by Anneset, Weston-super-Mare Printed in Great Britain by Cromwell Press, Trowbridge prelims q Lead 11/2/03 3:54 am Page v CONTENTS List of figure and tables vii Series editor’s foreword ix Tony Bush Preface xi Mark Brundrett, Neil Burton and Robert Smith Notes on contributors xvii List of abbreviations xix Section A: Conceptualising leadership 1 1 Leadership in learning-centred schools: cultural context, functions and qualities 3 Clive Dimmock 2 Leadership’s place in a community of practice 23 Peter Gronn 3 Gender in educational leadership 36 Marianne Coleman Section B: Developing leaders, developing leadership 53 4 Biography and the study of school leader careers: towards a humanistic approach 55 Peter Ribbins 5 Models of leadership development: learning from international experience and research 74 Ray Bolam 6 The National College for School Leadership: its role in developing leaders 90 Peter Newton v prelims q Lead 11/2/03 3:54 am Page vi vi Leadership in Education Section C: Teachers as leaders 101 7 Teacher leadership: its nature, development, and impact on schools and students 103 Kenneth Leithwood 8 Teacher leadership: prospects and possibilities 118 Helen M. Gunter 9 Effective leadership for war and peace 132 Clive Harber and Lynn Davies Section D: Perspectives on leadership in practice 147 10 Leading high-performing schools 149 Mark Brundrett and Neil Burton 11 Leadership in further education 164 Graham Peeke 12 Leadership in UK higher education 181 David Watson Index 197 prelims q Lead 11/2/03 3:54 am Page vii FIGURE AND TABLES Figure 7.1 Results of path analysis estimating the effects of principal and teacher leadership on student engagement 110 Tables 3.1 Gender paradigms 39 3.2 Styles of management identified by choice of adjectives 42 3.3 Qualities identified by 50 per cent or more of the women headteachers 43 3.4 Qualities identified by 50 per cent or more of the men headteachers 44 vii prelims q Lead 11/2/03 3:54 am Page viii prelims q Lead 11/2/03 3:54 am Page ix SERIES EDITOR’S FOREWORD The relationship between high-quality leadership and educational outcomes is well documented. Despite the editors’ cautious remarks in the preface to this volume, generations of research on school effectiveness shows that excellent leadership is one of the main factors in high- performing schools (Beare, Caldwell and Millikan, 1989; Creemers, 1996, Reynolds, 1991; Sammons, Hillman and Mortimore, 1995). This connection is fully acknowledged by England’s National College for School Leadership (NCSL): The evidence on school effectiveness and improvement during the last 15 years has consistently shown the pivotal role of effective leadership in securing high-quality provision and high standards ... effective leadership is a key to both continuous improvement and major system transformation. (NCSL, 2001, p.5) The early years of the twenty-first century have seen a lively debate about the relative significance of leadership and management for education. I have generally taken the view that ‘management’ is the broader term within which ‘leadership’ can be subsumed. However, there is little doubt that leadership is in the ascendancy, not least in England where the National College is ostensibly for leadership and not management. Leadership is generally associated with the concept of ‘vision’, a mental picture of a preferred future for the organisation. It is essential to have this sense of direction for schools and colleges but it is just as important for institutions to be managed effectively, if only to ensure that the vision is translated into practice. It is now widely accepted that educational leaders and managers need specific preparation if they are to be successful in leading schools and colleges. The development of effective leaders requires a range of strategies, including high-quality courses and tuition, mentoring by experienced and successful principals, and opportunities to practise management at appropriate stages in professional careers. It also needs the support of literature which presents the major issues in clear, intelligible language while drawing on the best of theory and research. The aim of ix