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Reframing Transformational Leadership

New School Culture and Effectiveness

  • Book
  • © 2014

Overview

Editors:
  1. Issa M. Saleh

    1. University of Bahrain, Kingdom of Bahrain

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  2. Myint Swe Khine

    1. Emirates College for Advanced Education, United Arab Emirates

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    You can also search for this editor in PubMed   Google Scholar

  • This books examines how school leaders are expected to display the characteristics of change agents and facilitators improvement of school culture.

Part of the book series: Contemporary Approaches to Research in Learning Innovations (CARL, volume 6)

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-vi
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  2. New School Culture and Effectiveness in Schools

    • Issa M. Saleh, Myint Swe Khine
    Pages 1-6

  3. We Who Love Freedom Cannot Rest

    • Joan Wynne
    Pages 7-19

  4. Teachers’ Perspective Towards the Effectiveness of a Program in One of the Schools in the Middle East

    • Issa M. Saleh
    Pages 21-34

  5. Student, Teacher, and Parental Perceptions of Elementary School Climate

    • Wirot Sanrattana, Forrest W. Parkay, Mei Wu
    Pages 35-54

  6. Transformational Cultural Norms Supportive of Knowledge-Management

    • Lynne M. Hannay, Lorna Earl
    Pages 55-80

  7. Coaching Principal Interns

    • Arnold B. Danzig, Lizabeth C. Collier, Kandyce M. Fernandez
    Pages 81-98

  8. Transformational Leadership in Science Education

    • Kenneth Elliott, Anila Asghar
    Pages 99-115

  9. Back Matter

    Pages 117-120
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Keywords

About this book

One of the more common causes of school system failure is the absence of effective leadership. Ideally, school leaders are supposed to be the change agents and facilitators whose primary mission is to improve school culture and bring about the effective transformation that leads to a model Professional Learning Community (PLC). School leaders must focus on developing human capital by working collaboratively with teachers, students, and all who are involved within the system. Effective school leadership has been examined from a variety of perspectives, with the focus ranging from the principles of servant leadership to moral imperatives and distributed perspectives. The debate on what constitutes effective school leadership continues to be wide-ranging and complex. Today’s research scholarship will be the groundwork for how tomorrow’s schools develop a new breed of leadership. Upcoming leaders will face new, unforeseen challenges, so they must re-evaluate strategies and re-work standard processes, in order to promote sustainable development within their respective school systems. Tomorrow’s leaders will be expected to lead a diverse collective of students and teachers, to foster an enduring and empowering culture among students, teachers and other stakeholders committed to build a successful learning community.

Editors and Affiliations

  • University of Bahrain, Kingdom of Bahrain

    Issa M. Saleh

  • Emirates College for Advanced Education, United Arab Emirates

    Myint Swe Khine

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