School Leadership and Management (Sch Leader Manag)

Publisher: Taylor & Francis (Routledge)

Journal description

School Leadership & Management is a well-established international journal that publishes articles, reports, news and information on all aspects of the organisation and management of schools and colleges. The journal is fundamentally concerned with the improvement of practice and so contributions from practitioners are particularly welcome provided that the relationship between theory and practice is made explicit. Contributors are encouraged to make use of original documents, schedules and developmental material if this would be of interest to other practitioners. Areas of coverage include: staff appraisal and development; management effectiveness; modular curriculum, schools-industry/external linkages; policy-making and implementation; organisational development; improving performance; leadership, team-building and effective delegation; management of time and tasks; monitoring and review activities; management information systems; marketing; reorganisation and the management of effective change.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website School Leadership & Management website
Other titles School leadership & management (Online), School leadership and management
ISSN 1363-2434
OCLC 37927773
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • School Leadership and Management 05/2015; DOI:10.1080/13632434.2014.992777
  • School Leadership and Management 05/2015; DOI:10.1080/13632434.2014.992774
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    ABSTRACT: Professional learning communities (PLCs) have gained considerable attention in education. However, PLCs are dependent on how group members collectively work and learn towards shared goals on improving teaching and learning. This would require leadership to support meaningful and productive interactions within PLC contexts, and hence, the importance of teacher leaders. In this article, we report on an ethnographic case study involving three PLCs investigating how teacher leadership supports PLC conversations using an intervention framework provided by the research team. The findings showed that teacher leadership has potential in supporting PLC conversations along three dimensions of its construct.
    School Leadership and Management 03/2015; DOI:10.1080/13632434.2014.992776
  • School Leadership and Management 01/2015; DOI:10.1080/13632434.2014.992775
  • School Leadership and Management 01/2015; DOI:10.1080/13632434.2014.962502
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    ABSTRACT: Over the past 30 years, school principals have been exhorted to articulate a clear vision as a key tool for stimulating the improvement of teaching and learning in their schools. Over the past decade, as school systems have sought to distribute leadership more broadly within schools, the same imperative has applied to middle-level leaders. Indeed, a key assumption underlying the move towards sharing leadership responsibilities more broadly has been the belief that this would strengthen collective efforts and reduce the gap between goals and outcomes. Yet, to date, there have relatively few investigations of the extent to which middle-level leaders are contributing to school improvement efforts. This study sought to understand how shared vision within school management teams (SMTs) impacts teacher commitment and teacher support for students through school alignment and coherence. Dyad survey data were collected from 411 SMT members and 559 teachers at 32 primary schools in Hong Kong. Results indicated that shared vision in SMTs is positively related to teachers' perception of school alignment and coherence, teachers' commitment and teacher support to students. Theoretical and practical implications of findings are discussed.
    School Leadership and Management 11/2014; 34(5):1-21. DOI:10.1080/13632434.2014.938039
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    ABSTRACT: This paper explores issues of school autonomy within the context of the performative demands of the audit culture. The focus is on a case study of Clementine Academy, a large and highly diverse English secondary school. Specific situated, professional, material and external factors at the school were significant in shaping Clementine's response to and take-up of the policy of academisation (a key reform within broader government mandates to create an increasingly autonomised education system). Factors such as the school's intake and history, its ethos and values, its access to human and economic resources and its status and power as an outstanding school supported its confident and ‘morally’ focused take-up of this policy. Clementine's privileged position in relation to these factors enabled the school to mediate and challenge some of the negative effects of the audit culture. This paper highlights the significance of considering these contextual factors in understanding the different ways in which schools are currently engaging their autonomy to cope with the demands of the audit culture.
    School Leadership and Management 11/2014; 34(5):1-16. DOI:10.1080/13632434.2014.938040
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    ABSTRACT: The growth in the importance of school leadership has been accompanied by theory development, with new models emerging and established approaches being redefined and further developed. The purpose of this paper is to review current and recent writing on leadership models. The paper examines theoretical literature, to see how leadership is conceptualised, and empirical literature, to demonstrate whether and how the research evidence supports these concepts. The paper shows that leadership models are subject to fashion but often serve to reflect, and to inform, changes in school leadership practice.
    School Leadership and Management 11/2014; 34(5):1-19. DOI:10.1080/13632434.2014.928680
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    ABSTRACT: When school boards are confronted with the challenge of unfamiliar, changing contexts, opportunities and governance responsibilities, they have to be able to respond appropriately. The research reported in this paper investigated the response of five Western Australian primary school boards to such situations. It analyses interview data from 49 board members on their roles and responsibilities using elements of Heifetz' framework of adaptive leadership, and explores the implications of these findings for the boards and their leaders. The findings reinforce the importance of the leader's role in choreographing the learning of the board members, and raise questions about the effect that the composition of boards may have on their capacities for strategic thinking. The paper concludes with a model of adaptive leadership appropriate for school boards, emphasising key elements that are necessary for sustained change.
    School Leadership and Management 11/2014; 34(5). DOI:10.1080/13632434.2014.938038
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    ABSTRACT: The purpose of this qualitative study was to examine how district leaders of two school systems in the USA describe an effective principal. Membership categorisation analysis revealed that district leaders believed an effective principal had four major categories of characteristics: (1) documented characteristics (having a track record and being a good manager), (2) instructional skills (instructional leadership and data leadership), (3) interpersonal skills (team player and community leader) and (4) perceptual characteristics (being a perfect fit for school and passionate leader). Based on the findings, a graphical model of portraying an ‘effective principal’ from the point of view of district leaders is constructed. Implications for policy, research, practice and leader preparation are offered.
    School Leadership and Management 11/2014; 34(5):1-20. DOI:10.1080/13632434.2014.928684
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    ABSTRACT: The purpose of this study was to find out teachers' perceptions about school principals' coaching skills. The study was carried out within qualitative research methods. The study group included 76 teachers in Elazig and 73 teachers in Kahramanmaraş provinces of Turkey. All the data were processed using Nvivo 9 software. The results indicate that teachers' perceptions about their principals' coaching skills do not differ according to the age, marital status, sex and education status variables. The teachers think that their principals are successful at some coaching skills such as being experienced and knowledgeable, being an effective listener and setting achievable targets. Principals fail to show empathy, communicate effectively, praise, give feedback, motivate and have effective inquiry coaching skills. According to teachers' opinions, being a role model, showing empathy, praising, effectively communicating and motivating are important coaching skills that they would show if they were to sit in the principal chair.
    School Leadership and Management 11/2014; 34(5):1-16. DOI:10.1080/13632434.2014.905465
  • School Leadership and Management 08/2014; 34(4). DOI:10.1080/13632434.2014.943173
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    ABSTRACT: This is a look at the political games within games that are enmeshed in a high-profile, heavily funded, politically charged collaborative focused on preparing new school leaders between a large prestigious university and a circle of school leaders and policymakers. This case specifically considers how power and money corrupt the original vision and mission of a collaborative, in terms of its consideration of school and its purpose in society.
    School Leadership and Management 08/2014; 34(4). DOI:10.1080/13632434.2014.928682
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    ABSTRACT: In urban school districts across the USA there are mandates to implement zero tolerance policies. As this occurs, there is an increasing number of students, specifically students of colour, who are being jettisoned out of the educative process. When school principals have little autonomy regarding how they handle disciplinary infractions within their schools, it becomes relatively easy for them to opt out of making tough decision. The authors assert that Culturally Relevant Leadership is a framework that, if applied correctly, can help school leaders reduce the multiple school suspensions and expulsions that are occurring among students of colour.
    School Leadership and Management 08/2014; 34(4). DOI:10.1080/13632434.2014.943171
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    ABSTRACT: This study investigates how principals in a large US urban school district responded to two different superintendents who employed contrasting leadership styles and utilised divergent organisational schemes. We originally conducted interviews with principals in 2007, when the district's superintendent asserted fierce performance demands and limited principals’ site-based discretion in favour of protecting and exerting central office power. We conducted interviews again in 2013 after a new superintendent had relaxed school test score expectations and distributed the central office's previously tight, centralised control into largely self-directing sub-regions. Our findings demonstrate that superintendent change noticeably affected how principals understood and encountered accountability, autonomy and stress. To help make sense of our findings, we employ a three-part conceptual framework drawn from the study of educational leadership. We conclude by considering implications, including the notion that unrelenting stress has become a permanent part of the modern urban US principalship.
    School Leadership and Management 08/2014; 34(4). DOI:10.1080/13632434.2014.928683
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    ABSTRACT: The article examines the tensions one superintendent in the USA experienced as he evaluated principals in a high-stakes environment that had undergone numerous transformations at the central office. Using qualitative methods, primarily, shadowing techniques, observations and debriefing, the following tensions emerged and were examined in light of the work of the superintendent evaluating principal performance: (1) discrepancies between principal performance when compared to performance data, (2) length of time in the principalship compared to results, (3) finding the right balance between student achievement data and other indicators of principal performance, (4) what types of achievement data are important and when these data are made available, (5) credence paid to complaints about structural changes implemented by the principal, (6) balancing the principal self-evaluation rating scores with the final evaluator scores and (7) accounting for personal factors such as relationship to principals and knowledge about principal capabilities. Each of these tensions contributes to the difficulty a superintendent may feel when conducting the principal evaluation process.
    School Leadership and Management 08/2014; 34(4). DOI:10.1080/13632434.2014.928681
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    ABSTRACT: School districts within the USA face ever-decreasing autonomy in rendering decisions regarding instruction, curriculum and the leading and managing of schools at the local level due to the ever-increasing accountability measures implemented by district, state and federal governments. This study investigates a joint university–school district partnership designed to develop turnaround administrators by exploring the tensions between autonomy and accountability. The findings indicate that mandates force educators to find new spaces that are contextually appropriate and effective in exercising their autonomy and accountability within a conceptual model for partnerships between schools, districts, universities and the governing bodies that regulate them.
    School Leadership and Management 08/2014; 34(4). DOI:10.1080/13632434.2014.943172
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    ABSTRACT: This article argues that although there are increasing similarities in priorities across different national education systems, contextual differences raise questions about the replication of sets of change strategies based on particular understandings of the nature of educational change across these different systems. This article begins with an overview of some of the dominant constructions of the management of change in the literature, particularly from Western economically developed democracies. It then outlines the Pakistani educational system to highlight some of the issues raised by the application of these change policies and models to a developing country. This article draws from a research study which explored the views and experiences of school leaders and teachers with regard to the management of a large-scale reform programme at the higher secondary level in Pakistan. The findings of this study illustrate the way in which there is a dissonance between the culture and practices of a specific national educational system and the assumptions embedded in the sets of reform strategies that have been imported from other systems. This article concludes by exploring how change management processes can be reconceptualised in order to be sensitive to the context of education in a developing country.
    School Leadership and Management 05/2014; 34(3). DOI:10.1080/13632434.2014.905467