Leading educational change: Reflections on the practice of instructional and transformational leadership

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782 Citations (Scopus)

Abstract

Over the past two decades, debate over the most suitable leadership role for principals has been dominated by two conceptual models: Instructional leadership and transformational leadership. This article reviews the conceptual and empirical development of these two leadership models. The author concludes that the suitability or effectiveness of a particular leadership model is linked to factors in the external environment and the local context of a school. Moreover, the paper argues that the definitions of the two models are also evolving in response to the changing needs of schools in the context of global educational reforms.

Original languageEnglish
Pages (from-to)329-351
Number of pages23
JournalCambridge Journal of Education
Volume33
Issue number3
DOIs
Publication statusPublished - Nov 2003
Externally publishedYes

ASJC Scopus subject areas

  • Education

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