Successful School Leadership: Perceptions and Practice in Multiple Countries
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (15 June 2024) | Viewed by 18275
Special Issue Editors
Interests: school leadership; contributors to student achievement; school effectiveness and improvement
Special Issue Information
Dear Colleagues,
Although successful principals do similar things, they enact these practices differently in different contexts (Leithwood & Day, 2006). This context-contingent difference can be further complicated by recent demographic changes (e.g., global population migrations, internal demographic shifts, external accountability policy mandates, digitalization; and the COVID-19 situation).
The aim of the Special Issue is to present successful school leadership in different countries. We will paint a thorough and cohesive picture of successful principalship at the global level and share insights about the nature, influence and cause of successful school leadership.
Dr. Day initiated and has led the International Successful School Principal Project (ISSPP), the largest international research on successful school leadership. The ISSPP member researchers worldwide have produced more than 200 studies in the last 20 years and provided rich accounts of about 165 cases of successful schools in 20 countries. We will invite researchers from the ISSPP from several countries to contribute to the issue. Suggested themes include, but are not limited to:
- How has success been defined across nations?
- What contributes to the success?
- How have principals contributed to the success? Do the influences of leadership vary in different contexts? If so, how?
- What are successful school leadership practices (SSLP)? Do SSLPs vary in different contexts? If so, how?
- What are the internal and external antecedents of SSLPs in the global school context?
- How do these antecedents vary across contexts?
Dr. Jingping Sun
Prof. Dr. Christopher Day
Guest Editors
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