Leadership: Instructional

P. Hallinger; K. Leithwood; R. H. Heck

doi:10.1016/B978-0-08-044894-7.00443-7

Leadership: Instructional

P. Hallinger, K. Leithwood, R. H. Heck

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1 Citation (Scopus)

Abstract

In this article we tie together evidence drawn from several extensive reviews of the educational leadership literature that included instructional leadership as a key construct (Hallinger, 2001, 2003; Hallinger and Heck, 1996a, 1996b; Southworth, 2002). This article defines the characteristics underlying this approach to school leadership based upon conceptual developments and empirical investigation. We discuss instructional leadership as it has evolved, elaborate on the predominant model in use for studying instructional leadership, and report empirical evidence about its effects. Finally, we reflect on the relationship between this model and the evolving educational context in which it is exercised and how this is reshaping our perspective on instructional leadership.

Original language	English
Title of host publication	International Encyclopedia of Education, Third Edition
Publisher	Elsevier
Pages	18-25
Number of pages	8
ISBN (Electronic)	9780080448947
DOIs	https://doi.org/10.1016/B978-0-08-044894-7.00443-7
Publication status	Published - 1 Jan 2009
Externally published	Yes

ASJC Scopus subject areas

General Social Sciences

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10.1016/B978-0-08-044894-7.00443-7

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BT - International Encyclopedia of Education, Third Edition

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ER -

Leadership: Instructional

Abstract

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