Developing School Leaders: A Critical Review of Current Practices, Approaches and Issues, and Some Directions for the Future

Abstract

This statement, published by the British Education Ministry, is one of the few assertions about the quality of schooling that is unlikely to be contradicted by teachers, school leaders themselves, politicians or parents. The pivotal role of the school leader¹ as a factor in effective schools has been corroborated by findings of school effectiveness research over the last two decades (see Rutter, et al., 1979; Edmonds, 1979; Brookover, et al., 1979; Mortimore, et al., 1988; Levine & Lezotte, 1990; Teddlie & Stringfield, 1993; Creemers, 1994; Sammons, et al., 1995). In most of the lists of key factors (or correlates) that school effectiveness research has compiled, ‘leadership’ plays an important part. Indeed the effectiveness lobby’s original message that ‘schools matter, schools do make a difference’ has continued almost seamlessly into a sub-text that ‘school leaders matter, school leaders also make a difference’, as we have previously noted (Huber, 1997; West, et al., 2000). School improvement researchers have also demonstrated increasing recognition of the importance of school leaders for all stages of the school improvement process (see van Velzen, et al., 1985; Stegö, et al., 1987; Fullan, 1991; Leithwood, 1992; Caldwell & Spinks, 1992; Sergiovanni, 1994; Hopkins, et al., 1996; West & Ainscow, 1997). The school leader is most often cited as the key figure in the individual school’s development, either blocking or promoting change, acting as the internal change agent, overseeing the processes of growth and renewal.

The Importance Of Leaders And Their Development The headteacher plays a highly significant role in school management, being both focus and pivot at the centre of decision-making. Preparing, inducting and developing headteachers is a major responsibility of the education service. (DES, 1990)