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LEADERSHIP IN EDUCATION
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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
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LEADERSHIP IN EDUCATION
Edited by
Mark Brundrett, Neil Burton and Robert Smith
SAGE Publications
. .
London Thousand Oaks New Dehli
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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
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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
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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
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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
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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
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