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dc.contributor.authorWoods, Philip
dc.contributor.authorTorrance, Deidre
dc.contributor.authorDonnelly, Caitlin
dc.contributor.authorHamilton, Tom
dc.contributor.authorJones, Ken
dc.contributor.authorPotter, Ian
dc.date.accessioned2021-05-11T16:30:01Z
dc.date.available2021-05-11T16:30:01Z
dc.date.issued2021-03-15
dc.identifier.citationWoods , P , Torrance , D , Donnelly , C , Hamilton , T , Jones , K & Potter , I 2021 , ' Constructions and Purposes of School Leadership in the UK ' , School Leadership and Management , vol. 41 , no. 1-2 , pp. 152-170 . https://doi.org/10.1080/13632434.2020.1859999
dc.identifier.issn1363-2434
dc.identifier.otherPURE: 21585135
dc.identifier.otherPURE UUID: 6a21f0e0-5bb9-4ee0-9486-628c44422354
dc.identifier.otherScopus: 85101642473
dc.identifier.otherORCID: /0000-0002-5705-4910/work/97098366
dc.identifier.urihttp://hdl.handle.net/2299/24471
dc.description© 2021 Informa UK Limited. This is the accepted manuscript version of an article which has been published in final form at https://doi.org/10.1080/13632434.2020.1859999
dc.description.abstractThis article offers a comparative analysis and interpretation of leadership in the four UK education jurisdictions (Scotland, Wales, England and Northern Ireland), informed by the articles in this special issue and by a project report, all outcomes of an initiative, ‘Educational Leadership, Management and Administration in the United Kingdom: A Comparative Review’, funded by the British Educational Leadership Management and Administration Society. The article explores the constructions of leadership in the school systems of the four jurisdictions and the purposes those constructions are fulfilling concerning the governance of education. The comparative analysis identifies four purposes–relational, institutional-reform focused, masking and space-making. This typology of purposes is used to illuminate the different emphases across the jurisdictions. A relational purpose may be discerned more strongly in Wales and Scotland, a neo-liberal institutional-focused purpose more so in England, and relational and neo-liberal threads are intertwined in Northern Ireland in the context of legacies of community divisions. At the same time in all four jurisdictions, each of the purposes is given expression alongside, intermingling with or challenging neo-liberal threads of change and the dynamic between them helps shape the context in which leaders in the school systems create and practise leadership.en
dc.format.extent19
dc.language.isoeng
dc.relation.ispartofSchool Leadership and Management
dc.subjectSchool leaders
dc.subjecteducation policy
dc.subjecteducational leadership
dc.subjectgovernance
dc.subjectschool reform
dc.subjectschool systems
dc.subjectEducation
dc.subjectArts and Humanities (miscellaneous)
dc.subjectStrategy and Management
dc.titleConstructions and Purposes of School Leadership in the UKen
dc.contributor.institutionEducation
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.contributor.institutionSchool of Education
dc.description.statusPeer reviewed
dc.date.embargoedUntil2022-08-24
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=85101642473&partnerID=8YFLogxK
rioxxterms.versionAM
rioxxterms.versionofrecordhttps://doi.org/10.1080/13632434.2020.1859999
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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