Reconceptualising and redefining educational leadership practice

ABSTRACT

Accepted definitions of educational leadership practice typically view it as influence to achieve organisational goals. Such definitions have been widely used over the last 30 years. During that time, the number of educational leadership theories/models has increased and cover the many aspects of educational leadership all of which implicitly or explicitly use the accepted definition. However, the accepted definition is open to critique in a range of important ways and we consider that a more robust definition is required. In this article, we reconceptualise and redefine educational leadership practice as ‘legitimate interaction in an educational institution intended to enhance engagement with the institutional primary task’. We analyse the concepts underpinning the key aspects of that definition: the institutional context of educational leadership practice; legitimacy and educational leadership practice; the interactional nature of educational leadership practice; institutionalisation and institutions; the notion of engagement and the necessary conditions of capability, opportunity and motivation; and the institutional primary task.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Chris James

Chris James is the Professor of Educational Leadership and Management in the Department of Education at the University of Bath. He researches and teaches educational leadership, management and governance. During his career, Chris has published over 100 journal articles/book chapters and written 15 books/major reports.

Michael Connolly

Michael Connolly is the Emeritus Professor of Public Policy and Management, University of South Wales, UK. His research interests include educational leadership, management, governance and policy. Michael has published over a 100 journal articles and book chapters, and written three books.

Melissa Hawkins

Melissa Hawkins is currently a Senior Research Assistant in the Newcastle Business School, Northumbria University having previously worked at the University of Bath and Bath Spa University, and as a primary school teacher. Her research interests include educational policy and practice with a particular focus on performance appraisal and complexity theory.