Pedagogical leadership in the 21st century

Abstract

Literature examining effective leadership in education describe a number of models such as Transformational, Learner-Centred, Distributed and Situational. A similar example is ‘pedagogical leadership’, a phrase that frequently appears in literature and one referring to forms of practice that shape and form teaching and learning to be integrated in leadership. In this paper, however, we will argue that the term pedagogy is an ambiguous one when it is attached to the concept of leadership and requires further explanation, particularly in the 21st century. Our conclusions are informed by findings from research undertaken by us with headteachers and leaders of early years settings in England during 2012. One of the key findings is that we should shift from using models of leadership and instead to view leadership as a praxis that is not merely concerned with the dichotomy of teaching, learning and outcomes, but is also concerned with an integrated conceptualisation of the relations between teaching, the learning ecology of the community and the social set of axes in which the educational organisation is set. This understanding of pedagogical leadership is thus concerned with the links between desired educational outcomes and the set of social realities that surround the educational setting.

Critical Hope or Principled Infidelity? How an Urban Secondary School in an Area of Sustained Poverty in England Continues to Improve

“…In an era of individualism in the economy, standardisation of teaching and learning and the 'modelisation' of leadership in schools to meet government agendas (Male and Palaiologou 2015) what this school has demonstrated is to operate in a collective way. Central to this was its dominating socio demographic reality.…”

Exploring pedagogical leadership in early years education in Saudi Arabia

“…Moreover, it can be seen that establishing a school culture and creating clear core values by having a clear vision shapes the leaders' and staff's behaviours. This is what Male and Palaiologou (2013) suggest as internal axes that shapes pedagogical leadership.…”

“…Such societal and religious values can be considered as external and internal pedagogical axes that influence the leader's behaviours (Male and Palaiologou 2013). The example provided by LF, however, of including both genders reflects her own beliefs, as an internal axis, and the influence of the promoted programme -the International Baccalaureate Primary Years (IB) -as an external axis.…”

Lessons from abroad: Rebalancing accountability and pedagogy in the Irish social care sector through the use of effective leadership

“…The term pedagogy may be understood as a set of practices or philosophical underpinnings that shape organisations around learning in order to meet externally applied standards and expectations of practice. This approach to leadership may be very relevant to the bureaucratic profession of social care, where leadership is integrated as an overarching process for effective functioning of the organisation (Male & Palaiologou, 2015). While Sergiovani was exploring pedagogical leadership, Wenger (1998) also recognised the crucial role of learning within communities of practice in the development of organisations.…”