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This paper aims to investigate whether educational leadership in Greece implements the values of total quality management and contributes to the improvement of the educational process, and to offer proposals for a framework of total quality management that would contribute to an improvement in the overall quality of the education process.

The paper is based on theoretical analysis and on the current legislative framework. Three different aspects of the Greek education system are critically reviewed and discussed.

This study recognises that, due mainly to the lack of a long‐term educational strategy, the absence of an educational leadership development programme and limited financial support, the Greek educational system needs to review its structure and procedures ‐ even those that are “taken for granted”.

Given the differences between education and industry, and the fact that only three different aspects of the Greek education system are investigated here, more research and analysis would be required in this field.

The paper is useful to educational planners and policy makers. From the perspective of total quality management, there may be a substantial impact on the improvement mechanisms and outputs in education, contributing to a country's social and economic well‐being.

The paper contributes to the better understanding of the value of total quality management in education, and offers recommendations that may be more widely adopted, and may contribute to an enhancement of overall educational quality.

Our chapter examines the ways national developments in Australia and New Zealand over the past two decades reflect distinctively antipodean understandings of educational leadership and management. Our interest is twofold. We are concerned about the extent to which these understandings are reflected in strategies designed to enhance the quality of school leadership. We are also concerned about the extent to which these strategies represent progress towards achieving ‘sustainable’ school leadership. We define sustainable leadership in terms of both building leadership capacity within the organisation and embedding lasting organisational change (Fink & Brayman, 2006; Hargreaves & Fink, 2006; Spillane, 2006). The concept used here implies both models of distributed or shared leadership and leadership succession.

In a global context characterised by a growing recognition of the role that educational leaders play in ensuring school effectiveness and the consequent need to design effective leadership preparation programmes, many educational leadership preparation providers around the world have borrowed international standards and frameworks in order to guide their programmes and assure their quality. This trend has been on the rise as a response to globalisation pressures and a growing interest in acquiring international recognition through accreditation agencies. However, this raises important questions about the potential repercussion of using foreign, mainly Western, frameworks to develop or assess national leadership preparation provision. Evidence from relevant literature indicates that these frameworks, when applied to local contexts, need to take contextual factors into account. In this chapter, we engage with existing literature in relation to leadership preparation, internationalisation and professional standards to reflect on our experience of using international standards to develop the Masters in Educational Administration programme offered by Sultan Qaboos University (SQU) in Oman. We hope to contribute to existing internationalisation literature by providing a different perspective on educational administration and leadership preparation from a non-Western tradition, thereby expanding the understanding of meaningful leadership preparation in general.

This article aims to discuss the conceptualisation process of developing a new one‐year taught‐master's programme in educational leadership at an Aotearoa/New Zealand university.

The perspective taken is a highly personalised one from the two lead “drivers” of the programme and outlines the two‐year process of development of the programme from conception through to the first papers delivered in semester one 2008. The article describes the process, the concerns, the underlying philosophy, content and intended delivery pattern within the Master of Educational Leadership (MEdL) programme. As the programme designers, the authors wanted something discernibly different in orientation from the postgraduate programmes offered by other tertiary providers in Aotearoa/New Zealand. The content had to be both educationally and culturally relevant and reflect the nation's bi‐cultural heritage, yet growing multi‐ethnic population base.

The proposed programme was somewhat controversial and had a rather difficult journey through the New Zealand Vice Chancellors' Committee (NZVCC) that deals with the accreditation process. The philosophy of the programme centred on leadership rather than a management focus. Moreover, the philosophy was premised on both theory and practice as praxis and drew on both developmental and experiential models for leadership development.

This article leads a critical discourse amongst tertiary educators in educational leadership programmes towards a greater exploration and articulation of the critical, humanistic, and phenomenological nature of the programmes it offers.

This paper looks at the central role of school leadership for developing and assuring the quality of schools, as corroborated by findings of school effectiveness research and school improvement approaches. Then, it focuses on the growing importance placed on activities to prepare school leaders due to the ever‐increasing responsibilities they are facing. In many countries, this has led to the design and implementation of extensive programs. In this paper, international trends in school leader development are identified. As regards the aims of the programs, it becomes obvious that they are increasingly grounded on a more broadly defined understanding of leadership, adjusted to the core purpose of school, and based on educational beliefs integrating the values of a democratic society.

This literature systematically reviews articles published in “core” international journals on the topic of Indigenous education leadership over the period from 2000 to 2018 in four English-speaking countries, covering Canada, America, Australia and New Zealand, in which all of them have long colonial history and Indigenous population. These reviews provide insights into the nature of this emergent literature and generate many implications that required for further research in Indigenous education leadership.

In this study, a vote counting method was employed and a clearly delimited body of research on Indigenous education leadership was also identified. The vote counting method can enlarge the perspectives on the noticeable heterogeneity of Indigenous education leadership within the four English-speaking countries. This is the basic constitutive element for the development of a comparative literature in Indigenous education leadership. Moreover, this method can clearly calculate the annual number of articles about Indigenous education leadership, and the various methods used in the publications of Indigenous education leadership can be figured out as well, which helps to find out the different patterns of changes on Indigenous education leadership.

This study identifies the patterns of Indigenous educational leadership research across four English-speaking countries, which will contribute to the development of research in this regard.

This is one of the first studies about Indigenous educational leadership in the world. It will not only contribute to education practice but also leadership theory development.

The purpose of this paper is to provide further discussion on the role of educational support adding value by sustaining the function of capacity building in emerging countries and states in transition and development. The Asia-Pacific region is noted for being in a continuous and rapid state of change dramatically affecting both private and public institutions. One such institution involves the provision of education with specific emphasis on leadership development in the defence sector; and the on-going education and development of military personnel, civil servants and civilians from different professions, in the wider Indonesian society. This exploratory research paper highlights one bi-lateral educational initiative that has acted as a catalyst for change which was developed in partnership between the Indonesian and British governments and Cranfield University in the UK. The findings highlight a challenge to dominant western perspectives on educational provision in general and leadership development in particular; and focused on the potential for a schism between content and process issues in the provision in particular of leadership development that is not contextually situated and can be dominated by Anglo-American perspectives. Key factors including capacity building, knowledge management, the learning process and the influence of culture were identified as fundamental and integral for a more appropriate design of leadership development programmes in defence and security, within the Asia Pacific region.

Using a case study approach, it utilises one educational institution involved in the provision of education with specific emphasis on leadership development in the defence sector; and the on-going education and development of military personnel, civil servants and civilians from different professions.

The findings highlight a challenge to dominant western perspectives on educational provision in general and leadership development in particular; and focused on the potential for a schism between content and process issues in the provision of education and leadership development that is not contextually situated and can be dominated by Anglo-American perspectives.

It is a potential guide in helping practitioners in identifying, designing and implementing leadership development courses to manage the complexity of the processes of change in an international context.

Given the dearth of research on defence and security the study was prescient. This paper contributes much needed further discussion about the role leadership development interventions play in supporting capacity building in states in transition and development.

The purpose of this paper is to explore the educational leadership capacity of mentors working with new teachers and to identify factors that support and hinder the development of this leadership capacity.

The author conducted a qualitative case study of mentors with connections to the New Teacher Center in California. Data were collected through an online survey of mentors, focus group interviews with mentors, and interviews with programme leaders.

Mentors in the study view themselves as educational leaders and were able to identify enablers and barriers to the development of their leadership capacity. Enablers include: their selection and experience as mentors, mentor preparation and ongoing professional support, and the support and encouragement of skilled programme leaders and of some principals and districts. The main barrier to mentors having a positive impact is the culture of the schools and districts in which they work.

Findings from this small-scale study of mentors with connections to the NTC cannot be transferred to other contexts, however, the factors supporting and hindering the development of educational leadership capacity may be of interest and relevance to other mentoring programmes.

There is a lack of empirical research that considers the benefits of mentoring for the mentors and in particular the educational leadership capacity that mentors develop in their roles.

This chapter describes the assumptions underpinning the International Study of Principal Preparation. It outlines how cultural reference points for leadership have changed. It explores the changing conceptualization of contemporary leadership, highlights the new economic dimensions of leading, and discusses the changing face of educational personnel. It notes that educational leaders must utilize knowledge of how technology has altered how we perceive the world, live our lives, relate to others, and practice our profession. It highlights the complexities for leaders who must thrive in a milieu characterized by a desire to preserve a civil society, balance student–professional–union–community needs, develop cultural literacies for learners, and respond to accountability demands. Other complexities include the multiple allegiances of leaders, conflicting loyalties of community members, varying levels of digital awareness, and the need for interpersonal and intrapersonal intelligences. The chapter closes with a set of principles and considerations for leadership development.