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 08/2015; DOI:10.1080/13632434.2015.1070820
  • School Leadership and Management 06/2015; DOI:10.1080/13632434.2015.1010501
  • School Leadership and Management 06/2015; DOI:10.1080/13632434.2015.1010500
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    ABSTRACT: The purpose of this phenomenological study was to capture first-hand accounts of K-12 educational leaders whose school districts were directly affected by the deadly 27 April 2011 tornadoes in rural Alabama, USA. This study was framed by the literature base of leadership; specifically crisis leadership and resilience theory. Findings are organised under the headings of crisis management, crisis leadership characteristics, post-crisis support and crisis preparation. In this study, educational leaders demonstrated resilience in the face of adversity and took decisive steps to rebuild not only their schools but also their communities as well. Additionally, leaders expressed the importance of sharing their stories with others so that the lessons they learned in response to the tornadoes would not soon be forgotten. The study concludes with reflections about crisis planning and implications for future research as well as a call to action to improve crisis management in K-12 educational settings.
    School Leadership and Management 06/2015; 35(2):1-21. DOI:10.1080/13632434.2015.1041487
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    ABSTRACT: This article examines a number of key issues around successful school leadership and leader development. Three metaphors are used to frame, track and analyse recent research and commentary in the area - these are clones, drones and dragons. Although development mechanisms rarely fall neatly within one category, the metaphors provide a useful way to examine some of the ongoing uncertainties around leader development. Clones duplicate what others think they know about successful leadership. Drones carry cloned knowledge and are controlled ‘from afar’ by centralised authorities or other ‘outsiders’. Dragons take organic forms which can mutate in terms of shape, colour and form in line with more localised needs. As such, they aim to nurture leaders who lead change successfully within their communities with reference to but not dictated by standardised knowledge. Issues flowing from interactions between these categories form a set of questions or tensions faced by systems and leaders themselves.
    School Leadership and Management 06/2015; DOI:10.1080/13632434.2015.1041488
  • School Leadership and Management 05/2015; 35(3):321-345. DOI:10.1080/13632434.2015.1041489
  • School Leadership and Management 05/2015; 35(3):237-250. DOI:10.1080/13632434.2014.905468
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    ABSTRACT: The aim of the study was to determine whether teacher-mentees perceive their mentors as authentic leaders and if so, how these perceptions affected their leadership strategies. The sample included 60 Israeli teacher-mentees from different school levels and different sectors, who volunteered to participate in the study. Semi-structured interviews were conducted to explore participants' perceptions of mentoring processes that had influenced them professionally. Based on a confirmatory approach in qualitative analysis, using ATLAS.ti 5.0, we found that the influential mentors were perceived as authentic leaders who acted within four dimensions that were consistent with authentic leadership theory: self-awareness, balanced processing, relational transparency and internalised moral perspective. In addition, it was found that the influential mentors had contributed to the mentees' development of leadership strategies that included envisioning, engaging, evaluating, reflecting and monitoring. These findings may contribute to the development of preparatory programmes that can focus on development of authentic leaders among mentors, and may assist in developing middle-level leadership among their mentees. The present study indicated that mentoring characterised by authentic leadership could contribute to the broadening of leadership circles and to the construction of middle-level leadership through advancing mentees' leadership strategies within their educational spheres.
    School Leadership and Management 05/2015; 35(2):1-19. DOI:10.1080/13632434.2014.992777
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    ABSTRACT: This paper focuses on group coaching, one of the newer school leadership development approaches to recently emerge. Using a group-coaching methodology developed at the University of Oslo, we deconstruct the concept of leadership identity as it is reported in texts from students in the National Principal Programme. We suggest that leaders develop greater confidence in their leadership role through personal and contextual feedback from other leaders. We argue that bringing existing and aspiring school principals together in a target-oriented group-coaching process may have profound positive effect on leaders' context-based identity development.
    School Leadership and Management 04/2015; DOI:10.1080/13632434.2014.962497
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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; 35(2):1-20. DOI:10.1080/13632434.2014.992776
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    ABSTRACT: A growing number of organisations are emerging as partners to districts pursuing systemic improvement. Given the critical role a consulting organisation could play in supporting system reform efforts, how does a district leader looking to establish a consulting partnership determine what characteristics in a consulting organisation may be more likely to yield success? This paper utilises an exploratory sequential mixed methods approach for two purposes: (1) to assess whether the quality domains of consultants most prevalent in the literature are consistent with multiple sources of expert knowledge at the point of practice and (2) to determine which, if any, quality domains of consultants are perceived as more important than others for partnership success. Overall, the findings corroborated that the domains identified through the literature are influential to partnership success. While no specific domain or set of domains emerged as most dominant, interpersonal skills and content expertise are foundational indicators that crosscut the other domains.
    School Leadership and Management 01/2015; 35(1):1-24. DOI:10.1080/13632434.2014.962502
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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