Systemically Oriented Leadership: Leading Multi-School Organisations in England

Autor/in	Constantinides, Michalis
Titel	Systemically Oriented Leadership: Leading Multi-School Organisations in England
Quelle	In: Journal of Educational Change, 24 (2023) 3, S.525-547 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Constantinides, Michalis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1007/s10833-022-09456-4
Schlagwörter	Leadership; Foreign Countries; Governance; School Districts; Educational Change; Academic Achievement; School Administration; Administrators; United Kingdom (England) + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Ausland; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; School district; Schulbezirk; Bildungsreform; Schulleistung
Abstract	This paper takes ecological systems theory as a conceptual basis for defining and examining the main aspects of 'system leadership' in a large-sized multi-school group, such as a multi-academy trust (MAT) in the context of England. The theory provides a sound framework for understanding the processes and interactions involved in this notion of leadership which is framed within an educational ecosystem as a complex set of interconnected elements. Such an approach focuses on MAT leadership strategies able to create and guide a holistic conception of educational change in the market-oriented and decentralised educational system of England. Data were drawn from interviews with eight MAT leaders and analysed alongside documentary evidence. The findings provide specific insight into the daily work of executive leaders acting as "system leaders" seeking to create and sustain achievement-centred and practice-focused systems MAT-wide. They demonstrate the social and developing as well as the organisational aspects of system leadership in MATs and the ways in which different elements of the environment influence executive leaders in thinking and acting systemically. This paper adds value to existing knowledge on MATs and the ways in which they are led by system players. It broadens the frame of reference of leadership beyond the individual school to consider features of the broader system and environment. Complexity and ecological perspectives provide essential tools to understand more deeply educational change and have the potential to analyse notions of leadership across multi-school groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01