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Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools

Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools
Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools
This paper examines the enactment of instructional leadership in high-performing secondary schools (HPSS), and the relationship between leadership and learning in raising student outcomes and encouraging teachers’ professional learning in the highly centralised context of Greece. It reports part of a comparative research study focused on whether, and to what extent, instructional leadership has been embraced by Greek school leaders. The study is exploratory, using a qualitative multiple case design to examine two HPSS in Athens. The research design involved a qualitative approach using several different methods, including semi-structured interviews with school principals, deputy heads, subject teachers and subject advisers, plus observation of leadership practice and meetings and scrutiny of relevant policy documents. The findings show that instructional leadership is conceptualised as an informal collaborative leadership practice, interwoven with the official multi-dimension role of Greek principals and their ‘semi-instructional leadership’ role. In the absence of official instructional leadership ‘actors’, teachers’ leadership has been expanding.
instructional leadership, leadership for learning, high-performing secondary schools, school improvement, centralised systems, greece
1363-2434
321-345
Kaparou, Maria
8f38ac79-a77e-489c-a766-c6bc2535c538
Bush, Tony
1d5fe872-058a-4fce-8e7d-7c6a3719f94e
Kaparou, Maria
8f38ac79-a77e-489c-a766-c6bc2535c538
Bush, Tony
1d5fe872-058a-4fce-8e7d-7c6a3719f94e

Kaparou, Maria and Bush, Tony (2015) Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools. School Leadership and Management, 35 (3), 321-345. (doi:10.1080/13632434.2015.1041489).

Record type: Article

Abstract

This paper examines the enactment of instructional leadership in high-performing secondary schools (HPSS), and the relationship between leadership and learning in raising student outcomes and encouraging teachers’ professional learning in the highly centralised context of Greece. It reports part of a comparative research study focused on whether, and to what extent, instructional leadership has been embraced by Greek school leaders. The study is exploratory, using a qualitative multiple case design to examine two HPSS in Athens. The research design involved a qualitative approach using several different methods, including semi-structured interviews with school principals, deputy heads, subject teachers and subject advisers, plus observation of leadership practice and meetings and scrutiny of relevant policy documents. The findings show that instructional leadership is conceptualised as an informal collaborative leadership practice, interwoven with the official multi-dimension role of Greek principals and their ‘semi-instructional leadership’ role. In the absence of official instructional leadership ‘actors’, teachers’ leadership has been expanding.

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Kaparou and Bush (2015)-School Leadership & Management.pdf - Accepted Manuscript
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More information

Published date: 10 June 2015
Keywords: instructional leadership, leadership for learning, high-performing secondary schools, school improvement, centralised systems, greece
Organisations: University of Southampton

Identifiers

Local EPrints ID: 396558
URI: http://eprints.soton.ac.uk/id/eprint/396558
ISSN: 1363-2434
PURE UUID: 88134fea-e6f9-460d-83e8-6f16801b3b84

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Date deposited: 10 Jun 2016 13:54
Last modified: 19 Jul 2019 19:58

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Contributors

Author: Maria Kaparou
Author: Tony Bush

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