School Leadership and Strategy in Managerialist Times

1. Front Matter

   Pages i-ix

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2. Strategy and the Principal

   • Scott Eacott

   Pages 1-7

3. Engaging with the Literature

   • Scott Eacott

   Pages 9-38

4. What Do We Have Here?

   • Scott Eacott

   Pages 39-62

5. Leadership Preparation and School Planning

   • Scott Eacott

   Pages 63-82

6. Lacking a Shared Vision

   • Scott Eacott

   Pages 83-95

7. Strategy as Leadership

   • Scott Eacott

   Pages 97-108

8. An Alternate Research Programme

   • Scott Eacott

   Pages 109-115

9. New Look Strategic Leaders or a New Look at Strategy?

   • Scott Eacott

   Pages 117-120

10. Back Matter

    Pages 121-138

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This book is dedicated to an analysis and synthesis of research on strategy and school leadership, with the ultimate goal of suggesting a new research programme. Each chapter takes up this challenge through different means, resulting in an overview of the construct of strategy within the practice of school leadership. It is hoped that each of these chapters encourages students, practitioners and scholars to continue to investigate this important topic and to undertake the methodological challenges set out to advance our understanding of strategy and school leadership in managerialist times. Despite maintain a primarily scholarly focus – as such a focus is exceedingly important for the advancement of any domain of inquiry – it is also recognised that many of the ideas discussed have profound practical significance for schools and those who lead and manage them. The arguments in this book, particularly those in the latter chapters seek to expand the horizons of scholarship and understanding on the topic of strategy and school leadership. Although this should not be interpreted as a prescriptive call for how further inquiry should be undertaken, it is but one voice in the conversation. The reviews, studies, analysis and proposed research programme of this book argue that the strategies of school leaders are of considerable theoretical and practical importance to schools, the governance of schooling and the behaviour and performance of schools. While this book offers a blueprint for further inquiry, it remains for the reader to accept the challenge. Doing so will enable important new insights into strategy and school leadership.

• The University of Newcastle, Callaghan, Australia

  Scott Eacott

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