Systemic Leadership for Schools and the Significance of Systemic Authorization

Autor/inn/en	James, Chris; Connolly, Michael; Dunning, Gerald; Elliott, Tony
Titel	Systemic Leadership for Schools and the Significance of Systemic Authorization
Quelle	In: Educational Management Administration & Leadership, 35 (2007) 4, S.573-588 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143207081064
Schlagwörter	Educational Administration; Instructional Leadership; Elementary Schools; Academic Achievement; High Achievement; Socioeconomic Status; Low Income Groups; Disadvantaged Youth; Governance; Educational Environment; Foreign Countries; Educational Theories; Administrator Role; Principals; Economic Factors; Educational Improvement + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Instruction; Leadership; Bildung; Erziehung; Führung; Elementary school; Grundschule; Volksschule; Schulleistung; Socio-economic status; Sozioökonomischer Status; Benachteiligter Jugendlicher; Education; Educational policy; Financing; Steuerung; Bildungspolitik; Finanzierung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Educational theory; Theory of education; Bildungstheorie; Principal; Schulleiter; Ökonomischer Faktor; Teaching improvement; Unterrichtsentwicklung
Abstract	The purpose of this article is to make the case for a broader perspective on school leadership and school-environment interrelationships and to develop the concept of systemic leadership for schools and the related notion of systemic authorization. The article explores the background to the concept and relevant aspects of the conceptualization, which are: the primary task, leadership and task-related roles, and the system. We draw on research we have recently completed into the nature of primary schools where the level of student attainment in national test scores is high despite the students experiencing considerable socio-economic disadvantage. The schools we studied sought and received considerable support, validation and valuing from the wider system that provided leadership and authorization for the schools with beneficial outcomes. Importantly, this leadership and authorization was reciprocal in that the schools responded similarly to those in their system. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10