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Abstract
This paper addresses the issue of educational leadership through a critique of the Misneach programme for first-time principals. This programme entails preparation for the leadership of professional staff, namely of teachers as professional educators.
The demands that this places on the leadership curriculum are onerous. The Misneach programme, as outlined in published documentation, is analysed in terms of this challenge. It is argued that the programme neglects certain conceptual issues around the meaning of educational leadership and its connection to school leadership. The consequences of this neglect are outlined. It is also argued that the programme lacks a critical stance by assuming that educational policy is a given to be implemented effectively and efficiently. In addition, the focus on leadership and the principal, as distinct from leadership as a resource in the wider school community is analysed.