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Questioning Leadership : New Directions for Educational Organisations. 教育組織のための新指針
・ISBN 978-1-138-18316-2 2017 hard GB£ 171.99
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・ISBN 978-1-138-32739-9 2018 paper GB£ 49.99
￥15,836.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
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電子版あり 大学・学術機関向け電子ブック（eBook）ISBN 978-1-315-64600-8
| 著者・編者 | Lakomski, Gabriele / Eacott, S. / Evers, C. W. (eds.), |
|---|---|
| シリーズ | Foundations and Futures of Education |
| 出版社 | (Routledge, UK) |
| ページ数 | 212 pp. |
| 言語 | ENG |
| ニュース番号 | ＜636-2761 636-P5491＞ |
解説
Questioning Leadership offers a diverse mix of cutting-edge research in the field of educational leadership, with contributions from expert and emerging leadership scholars. It contextualises school leadership within broader social and historical contexts and traces its influence on school performance through time, from its relatively modest role within a systems theory paradigm to its growing influence from the 1980s onwards, as exercising leadership came to be perceived as being largely responsible for improving educational outcomes.
This book invites the reader to challenge the current orthodoxy of leader-centrism and instead reflect more broadly on the various structural and institutional interrelationships that determine how a school functions successfully. It poses challenging questions, such as:
- Is leadership really necessary for high-quality school performance?
- Can schools function effectively without leadership?
- Is it possible to describe the work that principals do without using the word 'leadership'?
- How do we challenge the assumption that leadership simply exists and that it is seen as the appropriate default explanation for school performance?
This book does not assume that leadership is the key to organisational performance, although it acknowledges the work that principals do. It goes against current orthodoxy and offers varied perspectives on how leadership might be repositioned vis-a-vis organisational and institutional structures. It also suggests some new directions for leading and learning and throws open a discussion on leadership that for too long has been captured by the assumption that the leader is the cause of organisational performance and learning outcomes in schools.
At a time when leadership's dominance seems unshakeable, this is a bold book that should appeal to postgraduate students of educational leadership and management, those undertaking training in educational administration and current school leaders interested in exploring the value of leadership for educational organisations.