Department: Master of Education
Module Description: A thorough study of leadership, its various definitions and forms and a systematic analysis of the effects of leadership on school variables such as student achievement, teacher professional behaviour, educational administration, curriculum selection and development as well as a venture to identify and develop the leadership capabilities of each participant. Careful attention will be given to a) empirical research studies on the effectiveness of various approaches to leadership, and, b) the development and application of research methods for study of leadership in the local context, c) understanding of cross-cultural variables in leadership such as norms and religion, modernization, cultural convergence, issues such as power distance and individualization and development of the role of women in leadership.
Bowers, A.J., Shoho, A.R. & Barnet, B.G. (2016). Challenges and opportunities of educational leadership research and practice: the state of the field and its multiple futures. Charlotte, NC: New Age Publishing.
Bush, T. (2008). ‘Models of educational leadership’, in. T. Bush & M. Coleman. Leadership and management development in education. London: Sage Publications, pp. 9-23.
Gardner, W, Avolio, B, Kuthans, F. May, D. & Walumba, F. (2005). Can you see the real me? A self-based model of authentic leader and follower development. The Leadership Quarterly, vol. 16, pp. 343–372.
Hallinger, P. & Heck, R (2002). ‘What do you call people with vision: the role of vision, mission and goals in school leadership and improvement’, in P.Hallinger & K.A. Leithwood. Second international handbook of educational leadership and administration, pp. 9-40. Dordrecht: Kluwer.
Hallinger, P. & Heck, R.H. (2010). Collaborative leadership and school improvement: understanding the impact on school capacity and student learning. School Leadership and Management, vol.30(2), pp. 95-110.
House, R., Wright, N. & Aditya, R. (1997). ‘Cross-cultural research on organizational leadership: a critical analysis and proposed theory’, in Earley, C. & Erez, M (eds). New perspectives on international industrial/organizational psychology. San Francisco: New Lexington Press.
Leithwood, K., Louis, K., Anderson, S. & Wahlstrom, K. (2004). Review of research: how leadership influences student learning. University of Minnesota, University of Toronto and Wallace Foundation. Open resource
Resnick, L. & Glennan, T. (2002). ‘Leadership for learning: a theory of action for urban school districts’, in A.T. Hightower, M.S. Knapp, J.A. Marsh, and M.W. McLaughlin (eds). School Districts and Instructional Renewal. New York: Teachers College Press.
Uljens, M. (2018). Understanding educational leadership and curriculum reform: beyond global economism and neo-conservative nationalism. Nordic Journal of Comparative and International Education, vol. 2(2-3), pp. 196-213.
Avolio, B. & Gardner, W. (2005). Authentic leadership development: getting to the root of positive forms of leadership. The Leadership Quarterly, vol. 16, pp. 315–338. Request item
Gardner, W., Avolio, B., Kuthans, F., May, D. & Walumba, F. (2005). Can you see the real me? a self-based model of authentic leader and follower development. The Leadership Quarterly, vol. 16, pp. 343–372. Request item
Hess, F. & Kelly, A. (2007). Learning to lead? What gets taught in principal preparation programs? Teachers College Record, vol. 109(1), pp. 244-274. Request item
Hunter, R. C. & Donahoo, S. (2003). The nature of urban school politics after brown: the need for new political knowledge, leadership, and organizational skills. Education and Urban Society, vol. 36(1), pp. 3-15.
Johnson, B. L. (2003). Those nagging headaches: perennial issues and tensions in the politics of education field. Educational Administration Quarterly, vol. 39(1), pp. 41-67. Request item
Nance, J. P. (2003). Public school administrators and technology policy making. Educational Administration Quarterly, vol. 39(4), pp. 434-467. Request item