This article discusses solo and distributed leadership. Using the anniversary of Educational Management Administration & Leadership as a focal point, it looks back over the last 40 years of EMAL, using this to frame a wider discussion of the relationship between solo and distributed leadership approaches. It acknowledges other approaches to shared leadership but uses distributed leadership to see how this idea has become part of the rhetoric of both leadership practice and policy. The article then asks what we have learnt from these foci, and where the field might like to look next.
This article reflects on emotion and leadership. It views emotions as the language of relationships, because it is through the language and experience of emotion that we contextualize not only our individuality but also our sense of belonging in a group. The article argues that emotion is inherent to the practice of leadership rather than separate from it, and all organizing actions are inseparable from and influenced by emotion. It is not enough for a leader to acknowledge the inherent emotions in the culture of an organization; s/he has to make them explicit through their own leadership. The article argues that the headteacher needs to understand the interconnectedness between their emotions and the affective relationships in the school. Finally, it introduces the idea of emotional coherence as a means of conceptualising emotion in primary schools.
Purpose -This paper aims to explore the extent to which the programme for principal preparation in Scotland relates to what is expected of principals once they are in post and what it is that they actually do. Design/methodology/approach -The paper analyses the professional experience of five relatively new elementary school principals reported in monthly logs maintained over a six-month period. Findings -The preparation for headship programme appears to help develop the professional identity of aspiring headteachers, broaden their outlook and develop confidence and self-belief. What is not clear is the extent to which the programme is developing principals with the strength of purpose required to work towards schools centred on educational values. Originality/value -The paper builds on previous work by the authors and makes a contribution to the research on principal preparation and the work of new school principals.
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