Teachers teach and work in schools that are usually administered by managers, often known as principals or headmasters. School administration is itself often part of larger administration units. The conditions of teachers’ working life are influenced by the administration and leadership provided by principals, and it is widely assumed that school leadership directly influences the effectiveness of teachers and the achievement outcomes of students (e.g. Hallinger and Murphy, 1986; OECD, 2001; Pont, Nusche and Moorman, 2008).
Highlights
- Some principals in every country have adopted the “instructional leadership” styles which are central to today’s paradigm of effective school leadership.
- However, the prevalence of such practices varies greatly by country and they are much more in evidence in some countries such as Brazil, Poland and Slovenia than they are in others, such as Estonia and Spain.
- Variations in principals’ use of an administrative leadership style are unrelated to classroom practices, pedagogical beliefs and attitudes, or to the amount of professional development teachers receive.
Read more in this report from OECD: https://www.oecd.org/berlin/43541674.pdf
Source: Leading to Learn: School Leadership and Management Styles, OECD [https://www.oecd.org/berlin/43541674.pdf]
