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Productive leaders and productive leadership: Schools as learning organisations

Debra Hayes (University of Technology, Sydney, NSW, Australia)
Pam Christie (University of Queensland, Brisbane, Australia)
Martin Mills (University of Queensland, Brisbane, Australia)
Bob Lingard (University of Sheffield, Sheffield, UK)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 1 October 2004

Abstract

This paper draws on a three‐year study of 24 schools involving classroom observations and interviews with teachers and principals. Through an examination of three cases, sets of leadership practices that focus on the learning of both students and teachers are described. This set of practices is called productive leadership and how these practices are dispersed among productive leaders in three schools is described. This form of leadership supports the achievement of both academic and social outcomes through a focus on pedagogy, a culture of care and related organizational processes. The concepts of learning organisations and teacher professional learning communities as ways of framing relationships in schools, in which ongoing teacher learning is complementary to student learning, are espoused.

Keywords

Citation

Hayes, D., Christie, P., Mills, M. and Lingard, B. (2004), "Productive leaders and productive leadership: Schools as learning organisations", Journal of Educational Administration, Vol. 42 No. 5, pp. 520-538. https://doi.org/10.1108/09578230410554043

Publisher

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Emerald Group Publishing Limited

Copyright © 2004, Emerald Group Publishing Limited