Instructional leadership: dimensions of complexity, assumptions and arenas for action

Farwell, Vicki (2016) Instructional leadership: dimensions of complexity, assumptions and arenas for action. Leading and Managing, 22 (1). pp. 57-74. ISSN 1329-4539

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Abstract

For over 30 years the concept of Instructional Leadership (IL) has been discussed as an important construct in researching and developing educational leadership. During that period the definition of IL has evolved, moving from originally being seen as an important leadership concept in its own right to being seen as convergent with or a subset of other, broader educational trends. In more recent times, in Australia and internationally, consideration of the significance of IL has re-emerged within the global focus on improving student achievement. This article highlights the historical factors that have contributed to and shaped these transitions and finishes by establishing a list of six areas of complexity, aimed at supporting the understanding of current leaders when considering and developing their own IL practices.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Access to published version in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 13 Feb 2017 03:39
Last Modified: 13 Feb 2017 04:40
Uncontrolled Keywords: instructional leadership; school management
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
Socio-Economic Objective: C Society > 93 Education and Training > 9304 School/Institution > 930401 Management and Leadership of Schools/Institutions
URI: http://eprints.usq.edu.au/id/eprint/30478

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