Effective Educational Leadership

Citation

Collard, J. (2005), "Effective Educational Leadership", Journal of Educational Administration, Vol. 43 No. 5, pp. 520-521. https://doi.org/10.1108/09578230510615260

This book is part of a series related to a master's course at the Open University in the UK. As such, its target audience is graduate students and leadership practitioners in educational and related institutions. It does not set out to provide hard‐edged analysis of leadership theories or critiques of research projects. However, its unique contribution is the exploration of links between leadership discourses and the themes that have emerged from the school effectiveness movements since the 1980s.

In their Introduction the editors argue that concepts of leadership are cultural constructs and therefore subject to contestation between players. They then outline three key themes of the collection; definitions of leadership, preparation of leaders and how to adjudicate between good and bad or effective and ineffective leadership practice. The book is structured into five sections; the current context of educational leadership, understandings of the concept, preparation programs, leadership practice and dilemmas confronting leaders today. Each chapter contributes to the theme of leadership and educational effectiveness within this framework.

In exploring contemporary contexts for educational leadership both Mulford and Sergiovanni focus upon political pressures to reconstruct leadership roles to policy implementation and accountability within performative economic cultures. Both caution against the dangers of this trend and its tendency to draw the focus of educational leadership away from the life issues which are the core business of schools, colleges and universities. This is followed by Horner's overview of leadership concepts throughout western discourse in the twentieth century. It is a comprehensive account ranging from initial trait theories to organizational process perspectives. However, it falls prey to much past writing about educational leadership in that it is too reliant upon management and organizational perspectives and fails to address the unique issues of educational institutions. Bennett's subsequent chapter is also framed within organizational paradigms but provides an excellent analysis of the links between structure, culture and power in institutions. It is also critical in that it insists that much of the educational effectiveness research and subsequent policy making by governments is locked within structural and mechanistic concepts of education.

The chapter by Caldwell and associates builds upon Bennett's critique in that it recognizes that centralization of leadership training in a number of western nations can be viewed as “yet another part of the control mechanism”. It also acknowledges that assumptions about business competencies and rational/linear models of change management can alienate educational leaders from the programs designed to enhance their performance. We are drawn back to ponder whether contemporary political rhetoric is based upon a sound understanding of educational practice or has reduced the enterprise to an input‐output model of economic costs and benefits. Di Paola then provides a refreshing analysis of the role of conflict and its management in the daily lives of school leaders. He moves the discourse about leaders as change agents forward from the broad sweep approach of some charismatic and transformational theorists by insisting that principals need to consciously develop structures and cultures which support change by drawing upon the collective energies of organizational members.

Riley and MacBeath provide one of the most valuable contributions to the volume by arguing that there are no generic recipes for educational leadership but ingredients which need to be carefully selected with a knowledge of specific contexts and needs. They extend Bennett's viewpoint by arguing that concepts of good and effective schools are also social constructions. They too take issue with the categorical imperatives of some school effectiveness theorists by insisting upon the quixotic natures of schools and their political and social locations. The implication is that effective leaders will read the needs and possibilities of their sites and tailor their leadership approaches to these realities.

The last section on the dilemmas of leadership is sparse but a narrative analysis of emotional dilemmas amongst 23 US leaders, ranging from principals to superintendents and faculty deans, provides stimulating insight into this emergent theme in leadership research. It highlights the emotional stress which incumbents experience, particularly when confronted with tough human resource management decisions for which they have not been adequately prepared. This is a small initial study into a field deserving serious research efforts in the future.

I would use this book with graduate students and practitioners seeking to develop a perspective about contemporary educational leadership. Its greatest contribution is its exploration of the links between effective leadership and effective education. In exploring this nexus one is forced towards a critical understanding that mechanistic recipes and unreflective implementation cannot meet the challenges contemporary societies pose for educational institutions. The book also provides optimism in that many of the authors have not capitulated to the reductionist visions of the past two decades. There is still hope that educational theorists and practitioners view the life world as the true source of educational inspiration.