Abstract
The diverse context of schools and multi-layered interrelationships between leaders, teachers and parents make it impossible to have a "blueprint" for school leadership (Bush & Glover, 2012, p. 34). However, the use of evidence-based information informs the type of leadership style most suited for certain positions.
Knowledge is power (Braun, 20 IO" Cilliers, 2013" Schieman & Plickert, 2008" Shulman, 1987), especially within school leadership teams where decisions are made that will influence the schools' academic culture and atmosphere. Foucault claims that a specific discourse of knowledge is truth, and it is "local knowledges" that keep power transparent and respond to basic needs and survival strategies (Cilliers, 2013, p. 5). Contextual factors influence educational leaders' effectiveness to put improvement strategies into action (Datnow & Castellano, 200 I).
| Original language | English |
|---|---|
| Place of Publication | Rotterdam, The Netherlands |
| Publisher | Sense Publishers |
| Number of pages | 192 |
| ISBN (Print) | 9789463009539, 9789463009522, 978-94630095 l5 |
| DOIs | |
| Publication status | Published - 31 Dec 2017 |
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