Trends and imperatives in educational leadership

Stephen Dinham, University of WollongongUniversity of Wollongong - Dubai Campus
Narottam Bhindi

Abstract

The job of the principal and other school leaders has become more demanding, stressful and complex. Whitaker (2003) argues that the contextual changes and shifting roles of principals have contributed to problems of selection, recruitment, and retention of quality candidates. Elements of the contemporary educational leadership context include: (1) the ageing population of principals and other educational leaders and leadership succession; (2) attracting and preparing the next generation of educational leaders; (3) new accountabilities and responsibilities; (4) new technology; (5) public and stakeholder demands and criticism; (6) competition within and between educational systems; (7) balancing managerial and leadership responsibilities; (8) initiating and coping with change; (9) fostering and distributing leadership across the school and system; (10) developing and maintaining a positive school culture centred on teaching and learning; (11) facilitating staff professional learning; (12) handling conflict; (13) the need for 'moral', 'authentic' leadership. A recent research project carried out in New South Wales, AESOP (An Exceptional Schooling Outcomes Project) revealed how educational leaders are coping with and utilising the contemporary educational context. AESOP took place in 2001-2004 at public secondary and central schools in NSW where outstanding educational outcomes had been identified in Years 7-10. Fifty sites across NSW from 38 schools were studied. Analysis of data revealed common attributes and practices of principals (and other leaders) of these schools, central to which is a school-wide focus on students and their learning.