Rethinking educational leadership

This chapter argues for a shift in thinking about the nature of school leadership. It starts by questioning the relevance and appropriateness of traditional models of organisational design to schools. In particular it challenges the application of rational-bureaucratic models to schools and then goes on to review the possible implications of this approach for learners and learning. The chapter then moves into the development of a possible alternative approach by considering the concept of community as a possible model for school structure, culture and relationships. The central hypothesis of the chapter is that the theory and practice of community is a more appropriate paradigm for learning and well-being than traditional organisational structures and processes. Criteria for the components of social capital are outlined and these are then considered in detail in terms of their implications for definitions of effective leadership. The chapter closes by considering the implications of the potential tension between bureaucratising the curriculum and creating a learning community