Abstract
Improving low-performing schools that face the most challenging circumstances remains a pervasive and persistent challenge in any education system. The term ‘turnaround schools’ generally refers to low-performing schools that have significantly improved and transformed themselves into high-performing schools over a period of time. A closer look at the research literature highlights several strategies for school turnaround that have consistently proven to be successful and impactful across educational contexts and settings. On this basis, this chapter aims to break down some of the arguments around school leadership and its role in creating conditions for lasting improvement and change. The chapter commences with an explanation and contextualization of the idea of ‘turnaround leadership’ in the literature. It then discusses if a change of leadership is necessary for school transformation. The next section elaborates on the characteristics and practices of turnaround leadership, such as building capacity, improving curriculum and instruction, enhancing teacher professional development, establishing a positive school culture and climate, and developing relationships with parents and the community. In addition, the types of leadership in turnaround schools are examined. Finally, the chapter provides insights on the outcomes of turnaround leadership based on a review of related articles.
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Yeap, S.B., Adams, D. (2023). Turnaround Leadership: Building the Sustainability of Schools. In: Adams, D. (eds) Educational Leadership. Springer, Singapore. https://doi.org/10.1007/978-981-99-8494-7_8
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