Executive Leadership

The paradox of policy and the quest for successful leadership

Toby Greany and Peter Earley explore the intriguing tensions between freedom and control which lie at the heart of the English educational system, and consider the implications for school leadership and professional development.
Staff meeting

In this article we draw on a recent book that we edited (School Leadership and Education System Reform, Earley and Greany, 2017), which draws together perspectives on research, theory and practice in relation to school leadership in England today from a range of contributors.  This article pulls together a number of themes from the book, but particularly those that relate to leadership and professional development.  It argues that educational policy in England and many other parts of the world currently revolves around two inter-connected challenges: a paradox and a quest. 

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