List of Famous Authors of Educational Leadership & Mgt

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POST TWENTY TWO Lokman Mohd Tahir, Siti Nisrin Mohd Anis, and Mohd Fadzli Ali (2023) Authentic and Moral Leadership Practices in Schools
https://jugessurmanagement.blogspot.com/2025/07/post-twenty-two-lokman-mohd-tahir-siti.html

POST TWENTY ONE Mohammad Noman (2023) Distributed Instructional Leadership: The SHARE Model
https://jugessurmanagement.blogspot.com/2025/07/post-twenty-one-mohammad-noman-2023.html

POST TWENTY Ashley Yoon Mooi Ng , 2023. Leadership for Learning in Schools in the Twenty-First Century
https://jugessurmanagement.blogspot.com/2025/07/post-twenty-ashley-yoon-mooi-ng-2023.html

POST NINETEEN Donnie Adams (2023). Educational Leadership Contemporary Theories , Principles and Practices
https://jugessurmanagement.blogspot.com/2025/07/post-nineteen-donnie-adams-2023.html

POST NINETEEN Donnie Adams (2023). Educational Leadership Contemporary Theories , Principles and Practices Donnie Adams (2023). Educational Leadership Contemporary Theories , Principles and Practices Consequently, the literature has established th...

PAGE UPDATED 29 07 25
https://jugessurmanagement.blogspot.com/2025/04/education-leadership.html

𝐏𝐎𝐒𝐓 𝐒𝐄𝐕𝐄𝐍𝐓𝐄𝐄𝐍 Okunlola, J. O., & Naicker, S.R. (2025). Principals’ Digital Leadership Competencies in the Fourth Industrial Revolution: Teachers’ Perspectives
https://jugessurmanagement.blogspot.com/2025/07/okunlola-j-o-naicker-sr-2025-principals.html

𝐏𝐎𝐒𝐓 𝐄𝐈𝐆𝐇𝐓𝐄𝐄𝐍 Muljani, Benedicta & Utami, Hamidah & Prasetya, Arik & Fahrudi, Agung. (2025). Digital Leadership in Higher Education Institutions: A Conceptual Framework. 10.4108/eai.30-10-2024.2354734.
https://jugessurmanagement.blogspot.com/2025/07/muljani-benedicta-utami-hamidah.html

𝐏𝐎𝐒𝐓 𝐄𝐈𝐆𝐇𝐓𝐄𝐄𝐍 Muljani, Benedicta & Utami, Hamidah & Prasetya, Arik & Fahrudi, Agung. (2025). Digital Leadership in Higher Education Institutions: A Conceptual Framework. Muljani, Benedicta & Utami, Hamidah & Prasetya, Arik & Fahrudi, Agung. (2025). Digital Leadership in Higher Education Institutions: A Concep...

𝐏𝐎𝐒𝐓 𝐒𝐈𝐗𝐓𝐄𝐄𝐍 𝐋𝐢𝐬𝐭 𝐨𝐟 𝐅𝐚𝐦𝐨𝐮𝐬 𝐀𝐮𝐭𝐡𝐨𝐫𝐬 𝐨𝐟 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 & 𝐌𝐠𝐭
Bush T. (2007). Educational leadership and management: theory, policy, and practice
https://jugessurmanagement.blogspot.com/2025/05/bush-t-2007-educational-leadership-and.html

Cuban (1988) provides one of the clearest distinctions between leadership and management. He links leadership with change while management is seen as a maintenance activity. He also stresses the importance of both dimensions of organisational activity: By leadership, I mean influencing others’ actions in achieving desirable ends. Leaders are people who shape the goals, motivations, and actions of others. Frequently they initiate change to reach existing and new goals ... Leadership ... takes ... much ingenuity, energy and skill. Managing is maintaining efficiently and effectively current organisational arrangements. While managing well often exhibits leadership skills, the overall function is toward maintenance rather than change. I prize both managing and leading and attach no special value to either since different settings and times call for varied responses. Day et al.’s (2001) study of twelve ‘effective’ schools leads to the discussion of several dilemmas in school leadership. One of these relates to management, which is linked to systems and ‘paper’, and leadership, which is perceived to be about the development of people. Bush (1998; 2003) links leadership to values or purpose while management relates to implementation or technical issues.

Cuban L 1988. The Managerial Imperative and the Practice of Leadership in Schools. Albany, NY: State University of New York Press

Day C, Harris A & Hadfield M 2001. Challenging the orthodoxy of effective school leadership. International Journal of Leadership in Education, 4:39-56

Bush T 1998. The National Profession al Qualification for Headship: the key to effective school leadership? School Leadership and Management, 18:321-334.

Bush T 2003. Theories of Educational Management, 3rd edn. London: Sage.

𝐏𝐎𝐒𝐓 𝐒𝐈𝐗𝐓𝐄𝐄𝐍 Bush T. (2007). Educational leadership and management: theory, policy, and practice

𝐏𝐎𝐒𝐓 𝐅𝐈𝐅𝐓𝐄𝐄𝐍 𝐋𝐢𝐬𝐭 𝐨𝐟 𝐅𝐚𝐦𝐨𝐮𝐬 𝐀𝐮𝐭𝐡𝐨𝐫𝐬 𝐨𝐟 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 & 𝐌𝐠𝐭
Goldman, Karen L. (2010) "Maxine Greene: Influences on the Life and Work of a Dynamic Educator," Journal of Educational Controversy: Vol. 5 : No. 1 , Article 14.

https://jugessurmanagement.blogspot.com/2025/05/goldman-karen-l-2010-maxine-greene.html

In 1973, with the publication of Teacher as Stranger: Educational Philosophy for the Modern Age, Greene encouraged teachers to lead their students on free­form explorations in the classrooms. Thirty years later, in the publication, Releasing the Imagination, Greene (1995a or 1995b) summarizes her message: To help kids shape their identity, we’ve got to awaken them to their own questions and encourage them to shape their identity, we’ve got to awaken them to their own questions and encourage them to create their own projects. They don’t really learn unless they ask (p. 22). The meaning of the human world is the recognition beyond the present milieu of a world of things visible for each ‘I’ under a plurality of aspects, the taking of indefinite time and space. He grows his thoughts into speech development and cognitive functions. His aesthetics become a thinking process directly related to language. Artists are making a new interpretation of the world, that does not exist anywhere – not in things, which as yet have no meaning, nor in the artist himself, in his unformulated life. It summons one away from the already constituted reason in which ‘cultured men’ are content to shut themselves, toward a reason which contains its own origins (Greene, 1973, p.115).

Greene, M. (1973). Teacher as stranger. Belmont, CA: Wadsworth Publishing Company, Inc

Greene, M. (1995a). Art and Imagination: Overcoming a desperate stasis. Phi Delta Kappan, 76(1), 378­382.

Greene, M. (1995b). Releasing the imagination: Essays on education, the arts, and social change.San Francisco: Jossey­Bass.

𝐏𝐎𝐒𝐓 𝐅𝐈𝐅𝐓𝐄𝐄𝐍 Goldman, Karen L. (2010) "Maxine Greene: Influences on the Life and Work of a Dynamic Educator,"

𝗣𝗢𝗦𝗧 𝗙𝗢𝗨𝗥𝗧𝗘𝗘𝗡 : 𝐋𝐢𝐬𝐭 𝐨𝐟 𝐅𝐚𝐦𝐨𝐮𝐬 𝐀𝐮𝐭𝐡𝐨𝐫𝐬 𝐨𝐟 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 & 𝐌𝐠𝐭
Munroe M (Dr) , 2005. The Spirit of Leadership

https://jugessurmanagement.blogspot.com/2025/05/munroe-m-dr-2005-spirit-of-leadership.html

The Book The Spirit of Leadership is much more than a simple book, but a manual of leadership. I have bigger plans for that old book of 20 years ago, 2005.

Pg 13
Trapped within every follower is a hidden leader. The most important quality of true leadership is the spirit of leadership. All humans possess the leadership spirit, but only those who capture the spirit of leadership ever become truly effective leaders

𝗣𝗢𝗦𝗧 𝗙𝗢𝗨𝗥𝗧𝗘𝗘𝗡 Munroe M (Dr) , 2005. The Spirit of Leadership

𝐏𝐎𝐒𝐓 𝐓𝐇𝐈𝐑𝐓𝐄𝐄𝐍 𝐋𝐢𝐬𝐭 𝐨𝐟 𝐅𝐚𝐦𝐨𝐮𝐬 𝐀𝐮𝐭𝐡𝐨𝐫𝐬 𝐨𝐟 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 & 𝐌𝐠𝐭 :
Sharma R. The Leader Who Had No Title . Angela Campagna Queen's University PME 803.Today’s Leader. Executive Book Summaries Volume 1, Issue 1 October 2015

https://jugessurmanagement.blogspot.com/2025/04/sharma-r-leader-who-had-no-title-angela.html

Robin Sharma outlines four key messages about leadership in his best-seller The Leader Who Had No Title.
Sharma’s fictional character Blake Davis learns these four key messages through four different conversations with
everyday leadership gurus who are all practicing the “Lead Without a Title” (LWT) philosophy. Each message has an acronym that goes with it to help us remember the key concepts.
The four main points are:
 You need no title to bea leader
 Turbulent times build great leaders
 The deeper your relationships, the strongeryour leadership
 To be a great leader,first become a great person

The first acronym in the LWT philosophy is IMAGE.

Innovation
Mastery
Authenticity
Guts
Ethics

Innovation always trumps repeating what might have worked in the past. Focus on slow and steady changes to improve over time (p.61). By practicing the “Daily 5” (5 little acts that you can do daily to help you achieve your most important goals) you can achieve mastery. Be authentic— this doesn’t just mean being true to your values, it means being true to your talents. Leadership has a lot to do with believing in yourself when no one else believes in you (p.77). To have the guts to not be afraid of change. Most people are too threatened by the change needed to reach a better version of their greatest vision (p.80). Having ethics is doing what is right, and staying true to your values (p.81)

The second acronym in the LWT philosophy is SPARK.

Speak with Candor
Prioritize
Adversity Breeds Opportunity
Respond Versus React
Kudos for Everyone

Speak with candor—listen intensely and overcommunicate to prevent gossip and rumours. Use language that will inspire, engage, and elevate others (p.112). Prioritize and focus your personal energy on the right things. Remember that 80% of your results come from 20% of your activities(p.118). When faced with adversity, remember that “every setback carries with it an even greater opportunity” (p.119). Respond vs. react by becoming the source of the solution, not part of the problem, and remember to stop worrying about things that you can’t control (p.124). Give kudos to people around you in order to inspire and uplift them, because people need to be appreciated for even the smallest things they do in adverse times (p.124). Commit yourself to celebrating the great work of others around you. Don’t wait for your boss to do it, you do it… Lead Without a Title

The third acronym in the LWT philosophy is HUMAN.

Helpfulness
Understanding
Mingle
Amuse
Nurture

Being helpful is about doing more than you are paid to do (p. 146). We can all show understanding by speaking less and listening more. “Deep listening is one of the bravest – and rarest – of all the central acts of real leadership” (p.148). We all want to be understood, and when we feel that someone’s taken the time to hear and acknowledge us, we open ourselves up to that person and our trust, respect, and appreciation for them grows (p.148). To mingle is to network and connect with teammates. When people see your face and get to know you, they like you and want to do business with you. Amuse— “When people are enjoying themselves at work, their stress levels are lower, they are far more willing to do the unexpected to overdeliver for all customers and they are excited to work a whole lot harder” (p.151). Be nurturing by being friendly and sincere. Make time each day to grow relationships (p.152).

The fourth acronym in the LWT philosophy is SHINE.

See Clearly
Health is Wealth
Inspiration Matters
Neglect Not Your Family
Elevate Your Lifestyle

To see clearly you must think like a champion and avoid negative thoughts which cause people to act as victims rather than perform as leaders (p.174). By having a morning ritual such as a “Personal Leadership Hour” to focus on yourself, you can awaken your inner leader. Remembering that your health is wealth is important, because your health will never be better than your self-image (p.185). Inspiration also matters greatly, as “a day without feeling inspired is a day that you haven’t fully lived” (p.185). A solid foundation at home sets you up for solid results at work, so it is essential to neglect not your family. Finally, in order to become a great person you should elevate your lifestyle. You only live once, so why not enjoy it completely? However, it is important to remember that the real key is to get the things you want, while making sure they don’t get you (p.187). “Success is not about what you receive… Success is all about what you return” (p.187)

𝐏𝐎𝐒𝐓 𝐓𝐇𝐈𝐑𝐓𝐄𝐄𝐍 Sharma R. The Leader Who Had No Title . Angela Campagna Queen's University PME 803.Today’s Leader. Executive Book Summaries Volume 1, Issue 1 October 2015

𝐏𝐎𝐒𝐓 𝐓𝐖𝐄𝐋𝐕𝐄 𝐋𝐢𝐬𝐭 𝐨𝐟 𝐅𝐚𝐦𝐨𝐮𝐬 𝐀𝐮𝐭𝐡𝐨𝐫𝐬 𝐨𝐟 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 & 𝐌𝐠𝐭 :
Tomlinson H. 2004, Educational Leadership Personal Growth for Professional Development

https://jugessurmanagement.blogspot.com/2025/04/tomlinson-h-2004-educational-leadership.html

Pg 61
Mental management
Neurolinguistic programming shows us the cerebral dynamics that enable us to gain control over our minds and our emotions. This is done in a way that enhances the dynamics of spontaneity. Mental management also means:
being able to learn rapidly;
being able to control inner states of mind;
being able to access the degree of motivation that is appropriate to particular circumstances;
being able to enhance mental and emotional flexibility to face a greater range of situations in a suitable way;
being able to learn from situations;
being able to access a neutral inner state at any moment;
being able to handle fears.

Pg 70
THINKING LIKE A GENIUS
Michalko (1998) examined the thinking strategies of geniuses and sees as central their ability to think productively not reproductively, because they have the capacity not to be skewed by the prism of past experience. Geniuses reconceptualize problems in many different ways, making their thoughts visible, using unique combinations of verbal, visual and spatial abilities. Most importantly they produce constantly. Geniuses generate a rich diversity of novel and unpredictable alternatives, constantly combining and recombining ideas, images and thoughts in their conscious and unconscious minds, forcing relationships out of juxtapositions between dissimilar subjects. The swirling of opposites creates the conditions for a new point of view to bubble freely from the mind. Geniuses tolerate ambivalence in opposites and the apparently incompatible, think metaphorically and prepare themselves for chance serendipitous, occurrences.

Michalko, M. (1998) ‘Thinking like a genius’, The Futurist, May, pp. 21–5

Pg 81
MANAGING CONFLICT
There are two types of behaviour associated with managing conflict – co-operativeness, the extent to which one party wishes to satisfy the other, and, assertiveness, the extent to which a party wishes to satisfy her/his own concerns. Conflict
is assumed to be problematic but can be both negative and positive.
● Negative – diverts energy from the task at hand, destroys morale, polarizes individuals and groups, deepens differences, obstructs co-operative action, produces irresponsible behaviour, creates suspicion and distrust, and decreases productivity.
● Positive – which opens up an issue in a confronting manner, develops clarification of an issue, increases involvement, improves problem-solving quality, provides more spontaneity in communication, is needed for growth, and strengthens a relationship when creatively resolved. This is associated with
negotiating skills which can be about managing conflict.
The management of conflict in school can be either destructive or productive depending on the skills of those managing the context

Pg 83
POWER
French and Raven (1960) identified five bases of social power in a widely accepted model. The exercise of power by those in leadership positions has implications for stress in the school.
Reward power – the ability to provide others with something they desire in exchange for compliance.
Coercive power – is the opposite and is exercised by withholding rewards as sanctions for non-compliance. Coercive change destroys the possibility of renewal – using laws, regulations and policies. The process of mastering the rules smothers energy and destroys all zest, spontaneity or creativity.
Expert power – is the ability to gain compliance on the basis of knowledge, information or skills. This is often evident in a particular situation.
Referent power – is available to individuals who are able to command the admiration and respect of others and gain their trust. They have particular characteristics and qualities as role models so others want to identify with their goals.
Legitimate power – is associated with the formal role in the organization.

𝐏𝐎𝐒𝐓 𝐓𝐖𝐄𝐋𝐕𝐄 Tomlinson H. 2004, Educational Leadership Personal Growth for Professional Development

𝐏𝐎𝐒𝐓 𝐄𝐋𝐄𝐕𝐄𝐍 𝐋𝐢𝐬𝐭 𝐨𝐟 𝐅𝐚𝐦𝐨𝐮𝐬 𝐀𝐮𝐭𝐡𝐨𝐫𝐬 𝐨𝐟 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 & 𝐌𝐠𝐭 :
Mehmet Altan Kurnaza M.A. , Eksib C. 2015 Kastamonu University An Analysis of High School Students’ Mental Models of Solid Friction in Physics

https://jugessurmanagement.blogspot.com/2025/04/mehmet-altan-kurnaza-ma-eksib-c-2015.html

Pg 788
Many studies have investigated force and related concepts, and this practice can be classified into the following four types: (a) students’ conceptions related to force concepts (Brown, 1989; Helm, 1980; Trumper & Gorsky, 1996, 1997); (b) students’conception levels of force concepts (Dekkers & Thijs, 1998; Halloun, 1998; Heywood & Parker,2001; Jimenez-Valladares & Perales-Palacios,2001); (c) alternative approaches to teaching andlearning force (Besson, Borghi, De Ambrosis, &Mascheretti, 2007; Kurt & Akdeniz, 2004; Şahin,2010); and (d) studies focusing on teaching specifictypes of force (Besson & Viennot, 2004). This study focuses on students’ mental models about solid friction (i.e., friction between two solid bodies as opposed to drag)

Brown, D. E. (1989). Students’ concept of force: The importance of understanding Newton’s third law. Physics Education, 24, 353-358

Helm, H. (1980). Misconceptions in physics amongst South African students. Physics Education, 15, 92-105

Trumper, R., & Gorsky, P. (1996). A cross-college age study about physics students’ conceptions of force in pre-service training for high school teachers. Physics Education, 31, 227-236.

Trumper, R., & Gorsky, P. (1997). A survey of biology students’ conceptions of force in pre-service training for high school teachers. Research in Science & Technological
Education, 15, 133-149

Dekkers, P. J. J. M., & Thijs, G. D. (1998). Making productive use of students’ initial conceptions in developing the concept of force. Science Education, 82, 31-51

Halloun, I. (1998). Schematic concept for schematic models of the real world: The Newtonian concept of force. Science Education, 82(2), 239-263

Heywood, D., & Parker, J. (2001). Describing the cognitive landscape in learning and teaching about forces. International Journal of Science Education, 23(11), 1177-1199.

Jimenez-Valladares, J. D., & Perales-Palacios, F. J. (2001). Graphic representation of force in secondary education: Analysis and alternative educational proposals. Physics Education, 36(3), 227-235

Besson, U., Borghi, L., De Ambrosis, A., & Mascheretti, P. (2007). How to teach friction: Experiments and models. American Journal of Physics, 75(12), 1106-1113

Kurt, Ş., & Akdeniz, A. R. (2004). Öğretmen adaylarının kuvvet kavramı ile ilgili yanılgılarını gidermede keşfedici laboratuvar modelinin etkisi [The effect of discovery laboratory model to remedy student teachers’ misconceptions about force concept]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, 196-205.

Besson, U., & Viennot, L. (2004).Using models at the mesoscopic scale in teaching physics: Two experimental interventions in solid friction and fluid statics. International Journal of Science Education, 26(9), 1083-1110

𝐏𝐎𝐒𝐓 𝐄𝐋𝐄𝐕𝐄𝐍 Mehmet Altan Kurnaza M.A. , Eksib C. 2015 Kastamonu University An Analysis of High School Students’ Mental Models of Solid Friction in Physics

𝐏𝐎𝐒𝐓 𝐓𝐄𝐍 𝐋𝐢𝐬𝐭 𝐨𝐟 𝐅𝐚𝐦𝐨𝐮𝐬 𝐀𝐮𝐭𝐡𝐨𝐫𝐬 𝐨𝐟 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 & 𝐌𝐠𝐭 :
https://jugessurmanagement.blogspot.com/2025/04/arulselvi-e-2017-mind-maps-in-classroom.html
Arulselvi, E. 2017. Mind Maps in Classroom Teaching and Learning .The Excellence in Education Journal Volume 6, Issue 2, Summer 2017

Pg 57-58
Mind Maps are ideal for teaching and presenting concepts in the classroom as they provide a useful focus for students, delivering an overview of the topic without superfluous information. Online Mind Maps can be used in class to brainstorm and generate discussions. This will encourage students to participate but also to fully understand a topic and its nuances by creating connections between ideas. Perfect for introducing a new subject in a way which is accessible and easy to follow, Mind Maps are an excellent way to present concepts and ideas. A teacher can be sure to keep her students engaged and amazed as her branches smoothly animate to show her next point. Mind Maps that have been created online can easily be printed and shared with students as handouts. Notes in the Mind Map can built on by students in class

Pg 60
It has been said that a picture is worth 1,000 words. A symbol or icon, attached to a topic within the mind map, can convey much more meaning and context, which can be quickly understood by the brain. Symbols and icons are also a powerful way to categorize the contents of the map, Icons and images stimulate associations and creativity. Mind Mapping emphasizes visual imagery so, to get the best out of the technique, it’s highly recommended that one add fun and descriptive pictures, drawings, symbols and doodles to the Mind Maps. Using imagery stimulates the brain’s visualizing capacity which brings enormous creative benefits and enhances the memory’s storing and recalling capabilities.

𝐏𝐎𝐒𝐓 𝐓𝐄𝐍 Arulselvi, E. 2017. Mind Maps in Classroom Teaching and Learning .The Excellence in Education Journal Volume 6, Issue 2, Summer 2017

𝐏𝐎𝐒𝐓 𝐍𝐈𝐍𝐄 𝐋𝐢𝐬𝐭 𝐨𝐟 𝐅𝐚𝐦𝐨𝐮𝐬 𝐀𝐮𝐭𝐡𝐨𝐫𝐬 𝐨𝐟 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 & 𝐌𝐠𝐭 :
Fertig M. (2012): Educational leadership and the Capabilities Approach: evidence from Ghana, Cambridge Journal of Education, 42:3, 391-408
https://jugessurmanagement.blogspot.com/2025/04/blog-post_79.html

Pg 393
Sen has given a major focus to individual autonomy and the importance to extending the freedom and agency of individuals to make choices which move them away from capability deprivation . As such he can be seen to be located within the tradition of libertarianism, with its concern to hold personal liberty as the central organising principle of society. This concern for, and focus on, the individual, can also be linked to the notion of postmodernism in which overarching grand narratives which seek to explain and give meaning to all aspects of human existence have become devalued, with a concomitant turn towards identifying the freedoms and desires of individuals as the locus of concern within social organisation. In this area, North has cogently identified the tensions within which Sen operates: The liberal notion of individual autonomy undoubtedly opens up the life chances available to individuals because they are no longer obligated to conform to social and legal norms based on caste and class differentiations. However, it also has the potential to obscure unequal power relations that result in the oppression and domination of individuals and groups and, thus, to undermine or thwart political endeavours aimed at advancing solidarity, the interests of oppressed groups, and the transformation of society. (2006, p. 517)

Pg 399-400

The need for critical analysis of practice was seen as the basic
groundwork upon which was to be built a desire to find ways of improving headteacher agency and practice and, hence, their functionings, by using the reflective process of inquiry and knowledge generation to generate new practices (Somekh &
Zeichner, 2009, p. 18). This approach resonates well with the view of action research elaborated by Stenhouse (1978), who identified the importance of teachers developing research case studies of their own practice as a means of contributing towards the generation of educational policy. Such an approach can clearly be seen
as being nested within the broader umbrella of school self evaluation (MacBeath,1999) but seeks to extend this by providing clear building blocks which can spur on the emergence of the capacity of school leaders to develop a critically reflective stance towards school improvement through action.

Pg 404
Gewirtz (1998), in her discussion of redistributional justice highlighted a need to consider the distribution of resources across the community. In this spirit, and in relation to poor reading skills, the headteacher adopted a strategy of organising in-service training for lower primary teachers and preparing teaching aids that could be used to improve the reading skills of the pupils. An hour a day (at the end of the week after classes) was used for the in-service training activities. The headteacher was the facilitator for the lower primary teachers. During the term the headteacher stepped up supervision to monitor the teachers use of skills learnt.

Gewirtz, S. (1998). Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13, 469 484.
North, C.E. (2006). More than words? Delving into the substantive meaning(s) of social justice in education. Review of Educational Research, 76, 507 535
Somekh, B., & Zeichner, K. (2009). Action research for educational reform: Remodelling action research theories and practices in local contexts. Educational Action Research, 17 (1), 5 21
Stenhouse, L. (1978). Case study and case records: Towards a contemporary history of education. British Educational Research Journal, 4(2), 21 39
MacBeath, J. (1999). Schools must speak for themselves: The case for school self-evaluation.London: Routledge

𝐏𝐎𝐒𝐓 𝐍𝐈𝐍𝐄

𝐏𝐎𝐒𝐓 𝐄𝐈𝐆𝐇𝐓 𝐋𝐢𝐬𝐭 𝐨𝐟 𝐅𝐚𝐦𝐨𝐮𝐬 𝐀𝐮𝐭𝐡𝐨𝐫𝐬 𝐨𝐟 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 & 𝐌𝐠𝐭 :

Dewey, J. 2010. Teachers, Leaders, and Schools. Essays by John Dewey Edited by Douglas J. Simpson and Sam F. Stack Jr. Southern Illinois University Press.

https://jugessurmanagement.blogspot.com/2025/04/blog-post_98.html

Pg 147

Freedom (1937) Firt published as chap 9 in National Education Association, Implications of Social-Economic Goals for Education; A report of the Committee on Social-Economic Goals of America ( Washinghton, D.C; National Education Association, 1937), 99-105.
THE OLD SAYING THAT "eternal vigilance is the price of liberty" has especial significance at the present time. Freedom from oppression was such a controlling purpose in the foundation of the American Republic, and the idea of freedom is so intimately connected with the very idea of democratic institutions, that it might seem as if in our own country it could be taken for granted as a social goal of education and, being taken for granted, be dismissed with a few words. But the lesson of history is that the forces which limit and restrict the life of individuals and thereby hinder freedom change with every great change in human relations. Consequently, freedom is an eternal goal and has to be forever struggled for and won anew. It does not automatically perpetuate itself and, unless it is continually rewon in new effort against new foes, it is lost.

Pg 149
It is indeed necessary to have freedom of thought and expression. But just because this is necessary for the health and progress of society, it is even more necessary that ideas should be genuine ideas, not sham ones, the fruit of inquiry, of observation and experimentation, the collection and weighing of evidence. The formation of the attitudes which move steadily in this direction is the work and responsibility of the school more than of any other single institution. Routine and formal instruction, undemocratic administration of schools, is perhaps the surest way of creating a human product that submits readily to external authority, whether that be imposed by force or by custom and tradition, or by the various forms of social pressure which the existing economic system produces. It is idle to expect the schools to send out young men and women who will stand actively and aggressively for the cause of free intelligence in meeting social problems and attaining the goal of freedom un less the spirit of free intelligence pervades the organization, administration, studies, and methods of the school itself.

𝐏𝐎𝐒𝐓 𝐄𝐈𝐆𝐇𝐓

𝐏𝐎𝐒𝐓 𝐒𝐄𝐕𝐄𝐍 𝐋𝐢𝐬𝐭 𝐨𝐟 𝐅𝐚𝐦𝐨𝐮𝐬 𝐀𝐮𝐭𝐡𝐨𝐫𝐬 𝐨𝐟 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 & 𝐌𝐠𝐭 :
https://jugessurmanagement.blogspot.com/2025/04/blog-post_43.html

Miller P.M, Brown T, Hopson R, 2011 Centering Love, Hope, and Trust in the Community: Transformative Urban Leadership Informed by Paulo Freire

Pg 1080

Schools, here, are depicted as being minimally affected by their surrounding environments but maximally affective of these
same environments. The prevailing thought seems to be if we fix the schools, the rest of the ducks will fall into order, that is, employment and home ownership rates will increase, crime and drug use will go down, and so on. Berliner (2006) depicts such perspectives as impoverished and encourages a broadened outlook of schools and their role in societal growth. He presents a substantial arsenal of data to indicate that, in academic pursuits,
inner city schools are handcuffed by overwhelming social ills and, in efforts to address these social ills, schools provide but one sliver of the spectrum of services and strategies that are required to comprehensively address them. Addressing the former, Berliner asks: Why do we put so much of our attention and resources into trying to fix what goes on inside low-performing schools when the causes of low performance may reside outside of the school? Is it possible that we might be better off devoting more of our attention and resources than we now do toward helping the families in the communities that are served by those schools (p. 963)

Berliner, D. (2006). Our impoverished view of educational research. Teachers College Record, 108, 949-955.

𝐏𝐎𝐒𝐓 𝐒𝐄𝐕𝐄𝐍