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| Titre : | A literature review of school leadership policy reforms (2020) |
| Auteurs : | Beatriz Pont |
| Type de document : | Article : document électronique |
| Dans : | European Journal of Education (vol. 55, n° 2, June 2020) |
| Article en page(s) : | pp. 154-168 |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ REVUE DE LA LITTERATURE ; POLITIQUE DE L'EDUCATION ; DECENTRALISATION ; ETABLISSEMENT D'ENSEIGNEMENT ; ENSEIGNEMENT PRIMAIRE ; ENSEIGNEMENT SECONDAIRE ; CHEF D'ETABLISSEMENT ; EVOLUTION DES QUALIFICATIONS ; RENDEMENT DE L'EDUCATION ; COMPARAISON INTERNATIONALE ; PAYS DE L'OCDE |
| Résumé : | This literature review aims to understand the factors that influence the adoption of school leadership policy reforms and whether there are some common trends that lead to policy changes in this area. The main question driving the study was the following: what are important reasons or contextual factors that have influenced the adoption of school leadership policy reforms? The analysis shows that there is an eclectic set of research that covers school leadership from different perspectives. Each tackle the question of school leadership reform adoption from different angles. A policy perspective associates school leadership reforms to contextual changes in relation to decentralisation, school autonomy, accountability or an increasing emphasis on education outcomes. School improvement perspectives acknowledge the key role of school leadership in education change. The research on school leadership impact has contributed to the adoption of school leadership reforms. The school leadership policy perspective shows that countries have introduced school leadership reforms, with practices varying by country and context. Some have been interpreted as a response to a new public management agenda or to the globalisation of education policies. Findings from this review indicate that whilst there is much research on school leadership, nevertheless, analysis and promotion of policies to support and strengthen school leader roles to support school improvement appears to have received less attention. |
| Document Céreq : | Non |
| En ligne : | https://doi.org/10.1111/ejed.12398 |
