ERIC Number: EJ962494
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1363-2434
EISSN: N/A
Available Date: N/A
Instructional Leadership: Toward a Contextualised Knowledge Creation Model
Tan, Cheng-Yong
School Leadership & Management, v32 n2 p183-194 2012
Although the literature is replete with prescriptions of instructional leadership for school leaders, this article argues that current understanding of the concept is inadequate when considered against burgeoning educational imperatives. Indeed, schools are increasingly expected to customise their instructional offerings to address student needs, equip them with new work competencies and enhance teacher training effectiveness. To meet these needs, a paradigm shift in thinking about instructional leadership is warranted. The new model of instructional leadership proposed emphasises contextualised knowledge creation through school-wide endorsement of action research to address student and teacher needs in the unique context of the school. (Contains 1 figure.)
Descriptors: Instructional Leadership, Models, Action Research, Institutional Mission, Educational Environment, School Effectiveness, Research and Development, Theory Practice Relationship, Communities of Practice, Faculty Development, Teacher Researchers, Educational Research
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A