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Abstract
The growth in the importance of school leadership has been accompanied by theory development, with new models emerging and established approaches being redefined and further developed. The purpose of this paper is to review current and recent writing on leadership models. The paper examines theoretical literature, to see how leadership is conceptualised, and empirical literature, to demonstrate whether and how the research evidence supports these concepts. The paper shows that leadership models are subject to fashion but often serve to reflect, and to inform, changes in school leadership practice.
Notes on contributors
Tony Bush is Professor of Educational Leadership at the University of Nottingham (UK and Malaysia). He is vice-president of the British Educational Leadership, Management and Administration Society and editor of the Society's international journal, Educational Management, Administration and Leadership. He has been a visiting professor, external examiner, invited keynote speaker or research director, in more than 20 countries.
Derek Glover was, for 20 years, head of Burford School, Oxfordshire but changed direction into higher education in 1990 and continues to work in the university field, researching in leadership issues with Professor Tony Bush at Warwick and Nottingham Universities and in the application of new technologies in education at Keele University where he is an honorary professor. He has a special interest in school financial management and supervises international distance learning in this area for the London Institute of Education.
Notes
1. The ideas discussed in this paper are those of the authors, not the National College for Teaching and Leadership.