This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.
This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.
It has been claimed that principal leadership accounts for about 20 per cent of the school’s impact on student achievement, second only to the impact of teachers. The last decade has brought increased accountability pressures on principals, along with demands to demonstrate instructional leadership that results in continuous improvement in student outcomes. In fact almost all studies about successful school improvement point to the need for strong, academically-focussed principal leadership. New principals, however, are often “thrown in at the deep end”.
The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.
The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.
The Publisher wishes to retract the precis article “Setting your mind on mentoring: Help on offer to protégé school principals”, published in Development and Learning in Organizations: An International Journal, Vol. 29 No. 1, 2015. It has come to the attention of Emerald Publishing that this precis article contains large sections of unattributed text taken from the original research article “The Protégé mentoring mindset: a framework for consideration”, by Linda J. Searby, published in International Journal of Mentoring and Coaching in Education, Vol. 3 No. 3, 2014.
Precis articles are intended to summarise original academic research articles for a different audience, and should not include verbatim passages from the original articles. This error occurred due to a miscommunication in the commissioning process.
To avoid any repeated incidents of this nature, Emerald has fully revised its guidelines and briefed its Commissioning Editors. Development and Learning in Organizations: An International Journal sincerely apologises to the original authors and its readers for this error. The original article can be viewed here: https://doi.org/10.1108/IJMCE-04-2014-0012.
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