Advertisement

Leadership: Theory and Practice

  • Trevor MaleEmail author
  • Ioanna Palaiologou
Chapter

Abstract

In Chapters  2 and  3, we described how the Robert Clack School managed the change to success from a previous failing situation through the actions of the headteacher and the senior leadership team, which were fully supported by the governing body. In this chapter, we examine how leadership attitudes and behaviours were not static, but evolved through subsequent years to create, sustain and extend the ethos of the school to make it one of the most successful state-maintained secondary schools in England whilst not losing sight of its core value—to meet the needs of the local community and sustain the comprehensive ideal. We will demonstrate that whilst leadership in this school has been transformational, and ultimately collective, it has not followed a modelised approach to school improvement.

Keywords

Situational leadership Management Headship Collective leadership Succession planning 

References

  1. Bennett, N., Wise, C., Woods, P., & Harvey, J. (2003). Distributed leadership: A review of the literature. Nottingham: National College for School Leadership.Google Scholar
  2. Centre for High Performance. (2016, March 29). Superheads boost results, but leave the school in chaos. The Times.Google Scholar
  3. Collins, J. (2005, July–August). Level 5 leadership: The triumph of humility and fierce resolve. Harvard Business Review, 136–146.Google Scholar
  4. Dejevsky, M. (2013, December 7). Super-heads are a super-huge mistake. The Spectator. Available at https://www.spectator.co.uk/2013/12/super-heads-will-roll/#. Accessed 1 June 2017.
  5. Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), 15–24.Google Scholar
  6. Handy, C. (1993). The empty raincoat. London: BCA.Google Scholar
  7. Hersey, P., & Blanchard, K. (1969). Life cycle theory of leadership. Training and Development Journal, 23(5), 26–34.Google Scholar
  8. Hill, A., Mellon, L., Laker, B., & Goddard, J. (2016, October 20). The one type of leader who can turn around a failing school. Harvard Business Review. Available at https://hbr.org/2016/10/the-one-type-of-leader-who-can-turn-around-a-failing-school. Accessed 22 November 2016.
  9. House, R., Hanges, P., Javidan, M., Dorfman, P., & Gupta, V. (Eds.). (2004). Culture, leadership and organizations: The globe study of 62 societies. London: Sage.Google Scholar
  10. Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times. Buckingham: Open University Press.Google Scholar
  11. Male, T. (2006). Being an effective headteacher. London: Paul Chapman.Google Scholar
  12. Male, T., & Palaiologou, I. (2017). Pedagogical leadership in action: Two case studies in English schools. International Journal of Leadership in Education, 20(6), 733–748.CrossRefGoogle Scholar
  13. Mir, A. (2010). Leadership in Islam. Journal of Leadership Studies, 4(3), 69–72.CrossRefGoogle Scholar
  14. Taylor, F. (1911). The principles of scientific management. New York: Harper Brothers.Google Scholar
  15. Thatchenkery, T., & Sugiyama, K. (2011). Making the invisible visible: Understanding leadership contributions of Asian minorities in the workplace. New York: Palgrave Macmillan.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Institute of EducationUniversity College LondonLondonUK

Personalised recommendations