Executive Leadership

Leading the learning – yes but for what purpose?

In this article Peter Earley discusses notions of learning-centred leadership and leadership for learning.1He explains why leadership for learning matters even more in high stakes accountability systems. He sets out some fundamental questions for professional development and lays down the challenge that learning should be at the heart of leadership development programmes, especially the National Professional Qualifications (NPQs).
Colleagues talking

How leaders influence organisational outcomes

Effective school leaders have a strong sense of moral purpose and social justice. Their impact on students is largely indirect and is relatively small compared to other factors. However, what leaders do and say, and how they demonstrate leadership, does affect pupil learning outcomes; it is largely through the actions of others, most obviously teachers, that the effects of school leadership are mediated. School leadership influences student outcomes more than any other factors, bar socio-economic background and quality of teaching. There is little doubt that the research evidence reinforces the point that leadership matters. Furthermore, it is suggested that leadership for learning or learning centred leadership matters most. It is to this model of leadership that we first turn. 

Create an account to read this article

£7.00+ VAT

One-off purchase

  • Purchase and Download today

Register for free

No Credit Card required

  • Register for free
  • Access to 3 free articles
  • Free TeachingTimes Report every month