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As the role of senior school leaders has become more complex, the leadership of improvement, innovation and change has been distributed to middle leaders. However, middle leaders are often not prepared for the shift to strategic thinking and leading. This chapter provides an overview of what it means to think and lead strategically when leading from the middle. Then, the theory is translated into practical templates and tools that can be employed by a middle leader. The context of this chapter is leading a faculty in a secondary school; however, the ideas and examples provided are easily translated to any middle leading context.

This study aims to investigate the factors influencing team innovation from the perspective of strategic leaders. The study draws from the leader–member exchange (LMX) theory to propose that the quality of exchange the leaders perceive with the team members may provide a useful cue to identify the key elements and processes that may help drive team innovation.

A qualitative study using a hybrid approach was used, and a thematic analysis was performed. The data were based on 25 interviews collected from strategic leaders using the long interview technique.

The findings revealed themes and factors influencing innovation orientation among leaders and team members. Five themes were identified, namely modeling leadership behavior, autonomy and psychological safety for teams, organizational structure and technology, innovation and the decision-making process and innovation during times of uncertainty.

Because of the purposefully chosen sample of only leaders who were involved in the innovation process, the research results may lack generalizability. Therefore, researchers are encouraged to corroborate the finding using a sample of teams involved in the innovation process.

A conceptual model is proposed with guidance for implementing innovation decisions and strategies in practice.

While the strategic leadership and team innovation literature emphasizes the interaction between leaders and team members, research on how these interactions unfold is still nascent. This paper fulfills these needs from a strategic leader’s perspective.

The purpose of this study is to conceptualize, validate and confirm a structural equation modeling (SEM) hypothesized model of strategic leadership practices of Malaysian vocational college educational leaders.

The study used a quantitative survey approach. The data were collected from 500 educational leaders of 65 Malaysian vocational colleges throughout Malaysia using a five-point strategic leadership scale. The gender composition of the sample was almost equivalent. The study embarked on descriptive statistics, confirmatory factor analysis and full-fledged SEM for the data analyses.

The findings revealed that the Malaysian vocational college educational leaders had high tendency and inclination of practicing strategic leadership at their workplace. Besides, there was also evidence that the educational leaders of the Malaysian vocational college exhibited high levels or degree of strategic leadership practices. The responses to the survey items were consistent with seven distinct practices of strategic leadership such as strategic orientation, strategic alignment, strategic intervention, restlessness, absorptive capacity, adaptive capacity and leadership wisdom. The use of SEM procedures had confirmed that the hypothesized model of strategic leadership practices for Malaysian vocational college educational leaders was empirically valid and reliable.

The findings highlighted the importance of planning and development of a specific-context training program for Malaysian vocational college educational leaders in strategic leadership. The training was considered fundamental in pursuit of effective leadership and positive institutional outcomes for such colleges in Malaysia.

The study had successfully formulated, tested and validated a model of strategic leadership practices for Malaysian vocational college educational leaders. The model was believed to be the first of its kind in the Malaysian vocational education context.

Strategy scholars have theorized that a firm's strategic leaders play an important role in firm dynamic capabilities (DCs). However, little research to date has studied how leaders shape the development of DCs. This inductive theory-building study sheds new light on the multilevel architecture of DCs by uncovering that the three core DCs – sensing, seizing, and reconfiguring – operate through distinct individual, group, and organizational processes. Further, the role of strategic leadership is critical as organizational processes create DCs only when they are purposefully designed by firms' strategic leaders to enable change and opportunity pursuit. Whether strategic leaders design processes for change and opportunity pursuit, in turn, reflects the extent to which they view change as positive and desirable. Our insights about the role of strategic leaders' positive attitude toward change as an important aspect of firm DCs uncover new interconnections between strategic leadership, organizational design, and the micro-foundations of DCs. Collectively our findings about the role of positive attitude toward change, the purposeful design of processes for change, and the varying manifestations of these processes at different levels of analysis reveal the coupling of strategic and organizational processes in enabling strategic dynamism and change.

The aim was to explore the existing literature on emotion and strategic leadership in a systematic review and to synthesize it into a theoretical model. A literature review on emotion in connection to strategic leadership was undertaken. After adhering to the search strategy and exclusion criteria, 46 peer-reviewed texts consisting of articles and relevant book chapters remained. The texts were analyzed according to the grounded theory method (GTM) to generate a new theoretical model and a core variable was identified, organizational emotion shaping. The model attempts to show how the interaction of individual and organizational framing factors with the strategic leader's tasks and challenges lead to emotion shaping internal and external of the organization. Suggestions for future research were formed and suggestions of practical implications were given. This literature review and theoretical integration offers a starting point for potential areas of further exploration.

During the last 20 years inclusive practices in primary schools have been promoted by policies and worldwide organisations. Scholars confirm that school leaders have an essential role to play with direct impact on meeting children's needs and that there is a chronic deficiency of research on this issue. The purpose of this paper is to describe how strategic leadership roles implemented by head‐teachers can facilitate the implementation of inclusive policies in the school setting and present possible suggestions through the analysis of leadership theories and literature related to inclusion in primary schools.

The methodology this research employs includes a literature review that conceptualises the roles of leadership positions in inclusive settings. This is structured as an explanatory discourse, drawing on the notion of transformational and visionary leadership as the basis of strategic leadership, in order to identify the important role and strategies of leaders in a primary school setting.

The paper highlights the benefits of exploring the role of leaders in these schools. The paper assumes that organisations are complex structures and the analysis indicates that there is not one single exclusive way of implementing an effective role and that alternatives can be created by adapting a flexible framework. This framework is conceptualised by examples from institutions in which leaders have motivated the improvement of school quality by following the described strategic tools. The implications of this for leadership are that Strategic Intent seems to address the directions of the aims of inclusive leaders: it uses unique strategies and relies on the capability of leaders to encourage further dedication and involvement in the organisation's culture. It is suggested that the key components of this framework which will result in the school setting becoming more inclusive consist of: resource allocation, consistency, strategic planning and cultural considerations.

This paper introduces different strategies that can be explored by school leaders with the aim of being implemented in schools.

This paper has developed a framework to which leaders could adapt their own needs and it assists them in their decision‐making process.

Discusses US Army War College approach to including Strategic Leadership in its curriculum. Key aspects emerged from a preliminary, widely based conference: the environment in which a leader must function; their tasks; the competences they require. These are analysed. Competences are subdivided into personal characteristics (robustness, tolerance of uncertainty, willingness to reopen decisions, viewing mistakes as new information), frames of reference (to be wide), and specific capabilities (complex cognitive skills, persuasiveness, lateral networking). Compares effectiveness of academic with on‐the‐job learning, looks at learning methodologies and curriculum design issues, and the importance of practitioner mentoring.

It is beneficial to use strategic management to gain profound, long-term comprehension and learning in challenging topics such as change evaluation. Since the impact of COVID-19, norms changed, complexities developed and situational elements were identified that could be used to improve and manage operations. This change did not spare the tourism and hospitality industry; as a result, this industry is facing a crisis to recover from pandemics. Keeping this in mind, researchers struggle to investigate the phenomenon; quested advantages may be derived for rehabilitation. Strategic leadership perspective is one of them that can be used for more significant tourism industry benefits. Leaders are required to prepare strategies for developing technical abilities to increase the efficiency of their organisations. It must become necessary to have a strategic aim to change existing social and cultural values, religious standards and psychological attitudes under their vision. This chapter aims to apply the theory of change to manage the tourism and hospitality industry's recovery, focusing on strategic leadership's theoretical framework and strategic intent. The chapter includes a study of the literature to determine the effectiveness of strategic intent in the leadership of the tourism industry. In addition, this work debates about building a better and more comprehensive understanding of the factors that influence, contribute to and relate to strategic intention. This chapter draws several beneficial propositions for readers, academicians and practitioners.

The purpose of this paper is to offer an epistemological vantage point for theory development in the case of strategic leadership, an emerging focus of scholarly attention in strategic management.

The authors invoke Rescher's epistemological platform for making the case, Rescher being one of the most influential philosophers in the USA.

The analysis suggests that since strategic leadership differs from supervisory leadership, both on organizational reach and incorporation of external elements, defining the strategic leadership problem exclusively as a difference in context – what Weick referred to as a strategy of knowledge growth by extension – is likely to prove unproductive. Rescher's platform can be put to use for specifying the two critical though inter‐related epistemological challenges in the beginning of the theory development project: the choice of concepts, and the type of relations among the concepts. These epistemological challenges may be reframed as opportunities to capture the phenomenal variety embedded in these concepts, and to deploy a diversity of approaches to examine their correspondence.

Contending and complementary views on strategic leadership, and hence concepts representing alternate views should be allowed. Bridges should be built between islands of scholarship, but these bridges are likely to be found in special issues of journals (devoted deliberately to nurture multiple perspectives), edited books and invited conferences.

Engagement with “strategic” leaders is an epistemological necessity for both theoretical and pragmatic reasons.

This paper demonstrates how epistemology can strengthen theory building in the case of strategic leadership. Given the signal importance of this phenomenon, good theories and, therefore, epistemological challenges should occupy a central stage of discussions in this early stage.