Global Perspectives on Successful School Principals

Research by the International Successful School Principalship Project
Erscheinungsjahr 2025
ISBN: 978-3-032-05400-5
Verlag: Springer

Buch, Englisch, Band 30, 183 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 463 g

Reihe: Studies in Educational Leadership

This book presents successful principals’ values, practices and qualities observed in nine countries and across different cultural contexts. The work reports evidence about successful school leadership along with indications of how they navigate the complex layers of influences on schools, teachers and students in building and sustaining success. This is mostly qualitative case study evidence resulting from the 20-year ongoing (ISSPP), the largest and longest-running mixed-method qualitative research project in the world about successful principalship. The book includes individual reviews of the case studies conducted in individual countries (e.g., UK, US, Australia, Spain) as well as an overarching meta-synthesis of the research evidence across all countries.

It addresses four broad questions:

• How was principal leadership “success” defined in each of the countries and cases?
• What leadership practices were used by successful principals to achieve and sustain success?
• What were the personal qualities of successful principals in different organizational and national contexts?
• How did the enactment of successful leadership practices vary over time and across contexts?

The book appeals to a wide audience, such as university faculty and graduate students in educational leadership programs; school administrators; school middle managers, and policymakers.

Zielgruppe

Research

Autoren/Hrsg.

Day, Christopher

Leithwood, Kenneth

Sun, Jingping

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung
• Sozialwissenschaften Psychologie Psychologische Disziplinen Wirtschafts-, Arbeits- und Organisationspsychologie
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Chapter 1: Introduction.- Chapter 2: Successful School Leadership in the USA: The Role of Context in Core Leadership Practices.- Chapter 3: What We Know about Successful School Leadership from Australian Cases and an Open Systems Model of School Leadership.- Chapter 4: Research about Successful School Leadership in England: a humanistic approach.- Chapter 5: The Meaning of Successful School Leadership in Disadvantaged Contexts in Spain: Approach from the International Successful School Principalship Project (ISSPP).- Chapter 6: Successful School Leadership in New Zealand: A Scoping Review.- Chapter 7: Conceptualizing Successful School Leadership in Norway: Political and Cultural Practices.- Chapter 8: Searching for the Successful Swedish Principal.- Chapter 9: Successful School Leadership in Cyprus: School Principals’ Stories Re-visited.- Chapter 10: Review of Israel Cases Pending.- Chapter 11: The Personal Resources of Successful Leaders: A Narrative Review.- Chapter 12: Successful School Principalship: A Meta-Synthesis of 20 Years of International Case Studies.- Chapter 13: Empowering School Leaders to Meet the Challenges of Future Schools.- Chapter 14: Conclusions.

Über Autor(innen)

Christopher Day is the founder of the twenty-five strong country International Successful School Principalship (ISSPP) research network (2001- ). He is Professor of Education in the School of Education, University of Nottingham, UK and Chair Professor, Beijing Normal University, China, a Fellow of the Royal Society of Arts (FRSA), and a Fellow of the Academy of Social Sciences (FAcSS). He has worked as a teacher, lecturer, and Schools’ Adviser. His interests, research and publications focus upon teacher professionalism, teachers' work, lives and effectiveness; successful school leadership in high needs communities; school-university partnerships; and system change. His current research projects focus on i) Successful school leadership; ii) System Leadership: policy making and management in disruptive times, and iii) Chair-principal relationships in new public governance. Recent book publications include (2024); (2021), and (2020). 

Kenneth Leithwood is an Emeritus Professor at the University of Toronto, Canada, and Honorary Professor at the University College London, UK, and Nottingham University, UK. He is the 2012 recipient of UCEA’s and has been ranked 7th in Canada and 70th in the world by research.com’s Recent bibliometric studies rank him either the first or second most highly cited author in the field of educational leadership and administration. His most recent books include (2018) and (2017).

Jingping Sun is an Professor in the Department of Educational Leadership, Policy and Technology Studies at the  College of Education, University of Alabama, USA. Her research is about educational leadership, policy evaluation and improvement, and research synthesis. Her policy experience through her work at the Ontario Ministry of Education in Canada before joining the faculty at the University of Alabama was mainly about large-scale development of school and district leaders. She has published in top-tier journals in educational leadership, including several papers in the leading journal,