Abstract
This opening chapter explores the varied, and sometimes confused, interpretations of leadership for learning. As an introduction to this volume, it tries to lay some of the groundwork for navigating this complex territory, drawing on international studies which bring differing understandings of ‘learning’, ‘leadership’ and their interconnections. It suggests that there is important conceptual daylight between instructional leadership and leadership for learning, the key distinction to be found in the small but highly significant conjunction ‘for’. It concludes with an elaboration of five principles developed in a seven country study, suggesting that these may offer a scaffolding frame to bring to the wide-ranging discussions presented in the chapters contained in this book.
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MacBeath, J., Townsend, T. (2011). Leadership and Learning: Paradox, Paradigms and Principles. In: Townsend, T., MacBeath, J. (eds) International Handbook of Leadership for Learning. Springer International Handbooks of Education, vol 25. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1350-5_1
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