With this significant new work, Larry Cuban provides a unique and insightful perspective on the bridging of the long-standing and well-known gap between teachers and administrators. Drawing on the literature of the field as well as personal experience, Cuban recognizes the enduring structural relationship within school organizations inherited by teachers, principals, and superintendents, and calls for a renewal of their sense of common purpose regarding the role of schooling in a democratic society. Cuban analyzes the dominant images (moral and technical), roles (instructional, managerial, and political), and contexts (classroom, school, and district) within which teachers, principals, and superintendents have worked over the last century. He concludes that when these powerful images and roles are wedded to the structural conditions in which schooling occurs, "managerial behavior" results, thus narrowing the potential for more thoughtful, effective, and appropriate leadership. Cuban then turns to consider this situation with respect to the contemporary movement for school reform, identifying significant concerns both for policymakers and practitioners. This honest, thought-provoking book by a leading scholar, writer, and practitioner in the field represents an invaluable resource--an insightful introduction for those just entering the field and a fresh, new perspective for those long-familiar with its complexities. Cuban's ethnographic approach to the development of his own career and viewpoint, as well as his highly readable style, make this a work of lasting value.

With this significant new work, Larry Cuban provides a unique and insightful perspective on the bridging of the long-standing and well-known gap between teachers and administrators. Drawing on the literature of the field as well as personal experience, Cuban recognizes the enduring structural relationship within school organizations inherited by teachers, principals, and superintendents, and calls for a renewal of their sense of common purpose regarding the role of schooling in a democratic society. Cuban analyzes the dominant images (moral and technical), roles (instructional, managerial, and political), and contexts (classroom, school, and district) within which teachers, principals, and superintendents have worked over the last century. He concludes that when these powerful images and roles are wedded to the structural conditions in which schooling occurs, "managerial behavior" results, thus narrowing the potential for more thoughtful, effective, and appropriate leadership. Cuban then turns to consider this situation with respect to the contemporary movement for school reform, identifying significant concerns both for policymakers and practitioners. This honest, thought-provoking book by a leading scholar, writer, and practitioner in the field represents an invaluable resource—an insightful introduction for those just entering the field and a fresh, new perspective for those long-familiar with its complexities. Cuban's ethnographic approach to the development of his own career and viewpoint, as well as his highly readable style, make this a work of lasting value.

The time has come to change the context of school leadership! The role of the principal is pivotal to systemic school change. That is the fundamental message in The Moral Imperative of School Leadership, which extends the discussion begun in Fullan's earlier publication, What’s Worth Fighting for in the Principalship? The author examines the moral purpose of school leadership and its critical role in "changing the context" in which the role is embedded. In this bold step forward, Fullan calls for principals to become agents as well as beneficiaries of the processes of school change. Concepts explored in-depth include: Why "changing the context" should be the main agenda for the principalship Why barriers to the principalship exist Why the principal should be seen as the COO (chief operating officer) of a school Why the role of the principal should figure more prominently within the system

Fully revised and thoroughly updated, this second edition of this classic book brings together many leading international authors on educational leadership, with brand new chapters from leaders in the field Ken Leithwood, Paul Begley, Allan Walker and Alma Harris. Providing an overview of essential topics within the field, this book adopts an international perspective and offers conceptual and empirical insights into: - Moral and ethical leadership - Distributed leadership - Developing leaders - Leadership for learning - Building and leading learning cultures - Managing human and financial resources - Leadership for diversity - Leadership, partnerships and community - Professionalism and professional development The book is for scholars, researchers and postgraduate students in educational leadership, management and administration, as well as for senior leaders in education and those taking professional leadership qualifications.

The global trend toward self-governing schools (SGS) liberates school heads from bureaucratic shackles, making them leaders in their own right. The many challenges posed by the SGS model make it imperative that school leaders pursue professional development in leadership and management. This book draws on the author’s 34 years of experience in guiding, educating and training school leaders to offer a cutting edge prescription for professional development in school leadership.

`This is a zippy read arising out of the international project "effective leadership in a time of change", which grapples with the nature and practice of leadership (as opposed to management or administration) in schools′ - Times Educational Supplement Who really runs the school - head teachers or governors? What do pupils think of their leaders and should they have a bigger role in school leadership? Is the United Kingdom obsessed with discipline and `strong leadership′ as others suggest? Is New Public Management an insidious undermining of what is important and valuable in the UK educational system? The answers to these and other questions present surprises and challenges to the way things are seen in the UK. This book provides evidence from other countries that raises many questions about effective leadership and how it is seen from different viewpoints, and examines the issues in a political context and in relation to a changing world scene.

This book provides insights into the everyday practices of school leaders as told through the real-life stories of principals. The editors and their contributors blend practice with theory, helping aspiring leaders to discover that school leadership is not simply putting prescribed solutions into action, but a constant encounter with quandaries that demand thinking, responding, and adjusting to the situations at hand. Readers build their capacities to view quandaries from multiple lenses, consider a variety of responses, and draw conclusions based on perspectives that may vary from those initially identified. The chapter authors encourage a sharper self-awareness of what scholars value and envision about education, encouraging them to think about how to navigate decision-making through a variety of theoretical frameworks and practices while balancing their own leadership platform development.