Leadership scolaire

De Wikiberal.

Le "School leadership" ou leadership scolaire s'intéresse au réseau d'apprentissage dans un contexte de formation au sens large. Il n'intègre pas uniquement les établissements scolaires mais toutes les formes organisationnelles de l'apprentissage (comme la formation inter et inter entreprises pour adultes). Il se préoccupe du comment et du pourquoi de l'apprentissage, ainsi que du contenu ontologique de l'apprentissage (qu'est-ce que l'apprentissage ?). Qui réalise l'apprentissage n'est que conditionnel au milieu dans lequel ceux qui enseignent, ceux qui sont leaders, et ceux qui gèrent sont eux-mêmes des apprenants exemplaires.

Le leadership, dans un contexte scolaire, est plus difficile à définir que dans certains autres contextes institutionnels, car les leaders scolaires sont responsables non seulement des adultes enseignants, mais aussi des enfants, ainsi que des relations avec les parents et la collectivité. Ils sont tenus de répondre à une variété (et souvent une variété contradictoire) d'attentes au sujet de leurs comportements, de leurs relations, de leur modélisation s'étendant au-delà de leur contexte de travail à leur vie privée et aux affiliations personnelles. Le leadership d'éducation est un leadership axé sur l'apprentissage. Ce leadership a une préoccupation, voire une passion, pour l'apprentissage qui rend le concept vital impliquant une transmission de connaissances plutôt qu'une construction ou d'une création de connaissances.

Sommaire 1 Le leadership de la direction d'école 2 Le leadership des enseignants 3 Le leadership de l'inspection pédagogique 4 Le leadership étudiant 5 Notes et références 6 Publications

Le leadership de la direction d'école

Le leadership de la direction d'école (principal leadership) inclut le directeur d'établissement scolaire, le chef d'établissement (Le Principal) ou le Doyen d'université. L'analyse du leadership de de direction repose sur l'identification des connaissances, des compétences et des dispositions qui permettent de comprendre pourquoi les directeurs d'école réussissent. Leur succès est souvent déterminé selon trois variables :

• L'amélioration des performances à un rythme exceptionnel avec des comparaisons basées sur des tests à l'échelle de la Nation et suite aux résultats d'examen des élèves
• Le rapport positif de l'école par l'inspection pédagogique
• La reconnaissance par les pairs (à travers les réseaux locaux, régionaux et nationaux des associations professionnelles) attestant que le directeur de établissement scolaire est efficace.

Les premières fonctions du principal consistent dans la construction d'une vision, d'établir une orientation, de comprendre et d'aider au développement des personnes, de restructurer l'organisation et de gérer l'enseignement et l'apprentissage.

Le leadership des enseignants

La direction de l'école n'a pas le monopole du leadership. Les enseignants sont vus comme des "agences", dans la terminologie de l'analyse économique dont la tâche primordiale est de proposer une bonne éducation, si ce n'est de l'améliorer. Cette agence est en relation avec une autorité locale, communautaire, municipale, régionale, nationale ou supra-nationale. Trois principes cardinaux gouvernent au fonctionnement du leadership d'enseignant : la responsabilité d'une autonomie professionnelle, la prise en charge effective de leur responsabilité mutuelle et la collaboration transversale. Les enseignants travaillent à la fois individuellement et également, de concert, avec d'autres enseignants afin d'améliorer leurs enseignements. Ce leadership d'enseignant s'identifie donc à un leadership transformationnel où ils sont des moteurs principaux d'amélioration tandis que les instituts de leur formation ou les principes gouvernementaux et administratifs insistent généralement plus sur leur formation pédagogique propre. Un changement réel dans la vision du leadership d'enseignement se produit lorsque les enseignants sont pleinement engagés comme agents actifs dans le processus de la recherche et du développement pédagogique.

Quelquefois le leadership des enseignants passent par l'innovation et la créativité en utilisant des formes de pédagogie plus accessibles pour leurs élèves. par exemple, dans le domaine du management, les films^[1] et les pièces de théâtre sont des éléments très instructifs pour faire passer un message ou une connaissance tacite.

Le leadership de l'inspection pédagogique

Ce leadership des enseignants est donc quelquefois en confrontation avec un leadership d'inspection pédagogique. Issu d'un contexte de standardisation des parcours professionnels (leadership de curriculum), comprenant la formation initiale et l'apprentissage des enseignants en cours de carrière, le leadership d'inspection pédagogique est une résonance typiquement administrative de la gouvernance de l'enseignement. Les cinq composantes clés, définit par S. Krug (1992) sont représentées par : une définition de la mission, une gestion des programmes d'études et d'instruction, une supervision de l'enseignement, un suivi des progrès des apprenants et une promotion du climat d'enseignement.

L'atout du leadership d'inspection pédagogique est d’atténuer les effets autoritaires d'une organisation purement managériale dans laquelle les directeurs d'écoles seraient affectés à des fonctions d'administratives et de gestion, occupant leur journée à répondre à des problématiques au le jour le jour et où le modèle managérial affecterait les fonctions d'apprentissage aux seuls enseignants. Ce leadership recherche l'amélioration des politiques d'évaluation et des pratiques pédagogiques.

Le concept de leadership pédagogique implique la supervision, le suivi et l'évaluation de l'enseignement par des "supérieurs administratifs" utilisant des cadres d'évaluation et de gestion de rendement pédagogique. Soit le leadership mène à l'utilisation des données d'évaluation de performance des étudiants afin d'encourager l'enseignant à être plus efficace dans son enseignement. Soit, le leadership d'inspection pédagogique est interprété, par les chefs d'établissement scolaires, comme un rôle accru d'enseignement et utiles pour gagner une partie de leur crédibilité en étant vu par le personnel, également, comme des pédagogues efficaces.

Le leadership étudiant

Alors que beaucoup d'écrits furent publiés sur le leadership de l'enseignant, peu de choses furent présentées du point de vue du leadership de l'élève ou de l'étudiant. Trois types de recherche ont montré l'importance du leadership étudiant. La première typologie tient compte du leadership en situation d'apprenant : le travail en équipe, les compétences professionnelles et l'apprentissage continu durant sa vie. A ces messages implicites du leadership s'est greffée une notion plus traditionnelle du leadership profondément enracinée dans l'éthos de l'école publique. L'école "républicaine" prépare les jeunes gens dans des rôles de leadership dans l'industrie, dans la finance, dans le clergé, dans l'armée et dans l'éducation. Par contre, ces formes de leadership estudiantin ont une forte contenance hiérarchique. Elles négligent une troisième typologie axée sur les rôles modernes de leadership étudiant dans les conseils scolaires, dans les productions théâtrales et musicales, dans les journaux scolaires, dans la conception et la production des sites Web, dans les activités parascolaires, dans les initiatives communautaires, dans le soutien aux études, dans les sports d'équipe. Toutes ces actions représentent des opportunités hors du cadre de l'école traditionnelle. Cependant, de nombreuses écoles prennent en comptent maintenant les actions des étudiants et des élèves dans la gestion de la classe, dans les stratégies d'enseignement et d'apprentissage, dans l'évaluation et l'auto-évaluation pour que les étudiants jouent aussi un rôle de leadership plus important.

Les éducateurs sont mis au défi de répondre aux besoins actuels des élèves ainsi que de préparer les étudiants pour les années et décennies à venir. Ils doivent répondre à ce défi d'abord avec une vision, une image de l'avenir pour lequel les étudiants, les enseignants, les administrateurs, les parents et les membres de la communauté sont disposés à coopérer. Ils veillent à sa réalisation en permanence en collaboration avec d'autres leaders collaboratifs de développer une vision partagée. Quand les éducateurs investissent du temps et de l'énergie à développer une vision et de préparer un énoncé écrit de cette vision, ils sont des leaders visionnaires qui fournissent une image inspirante de l'avenir pour eux-mêmes, pour leurs collègues, pour les électeurs, et surtout, pour leurs élèves. Les leaders visionnaires de l'enseignement ont une image claire de ce qu'ils veulent accomplir. La prise de sens (signification) est importance pour le travail de l'école et ceci leur permet de motiver et de responsabiliser le personnel pour contribuer à la réalisation de leur vision.

Notes et références

1. ↑ * 2000, K. Aupperle, S. M. Dunphy, "Using theatrical films to bring management concepts to life: A new pedagogy", Decision Sciences Institute 2000 Proceedings, Vol 1, November 18-21, Orlando, Florida, pp215-217

Publications

• 1905, Colin A. Scott, "Children's Self-Organized Work and the Education of Leadership in the Schools", The Elementary School Teacher, Vol 6, n°1, Sep., pp1-19

• 1919, Franklin Bobbitt, "Supervisory Leadership on the Part of the High-School Principal", The School Review, Vol 27, n°10, Dec., pp733-747

• 1926,
  • A. O. Bowden, "A study on the personality of student leadership in the united states", Journal of Abnormal Social Psychology, 21, pp149-160
  • Eugene M. Crouch, "Public-School Training for Leadership", Peabody Journal of Education, Vol 3, n°4, Jan., pp230-231

• 1928, T. V. Smith, "The Leader as Teacher and Philosopher", Social Service Review, Vol 2, n°4, Dec., pp565-578

• 1930, Isabelle J. Levi, "Student Leadership in Elementary and Junior High School, and Its Transfer into Senior High School", The Journal of Educational Research, Vol 22, n°2, Sep., pp135-139

• 1932, Ethel L. Crutchfield, "The Development of Leadership in Prospective Teachers", Peabody Journal of Education, Vol 9, n°6, May, pp362-366

• 1933,
  • Orlie M. Clem, Seward B. Dodge, "The Relation of High-School Leadership and Scholarship to Post-School Success", Peabody Journal of Education, Vol 10, n°6, May, pp321-329
  • K. C. Garrison, "A Study of Some Factors Related to Leadership in High School", Peabody Journal of Education, Vol 11, n°1, Jul., pp11-17

• 1935, James B. Conant, "Function of the Secondary School and College in Educating for Social and Cultural Leadership", Bulletin of the American Association of University Professors, Vol 21, n°4, Apr., pp329-331

• 1937,
  • Harlan C. Koch, "The High-School Principal Looks at Himself as Educational Leader", The School Review, Vol 45, n°6, Jun., pp452-458
  • Charles C. Peters, "Sociological Training for Leadership in Public-School Education", Journal of Educational Sociology, Vol 10, n°7, Community Agencies and Character Growth, Mar., pp430-433

• 1938,
  • Madaline Kinter Remmlein, "Analysis of Leaders among High-School Seniors", The Journal of Experimental Education, Vol 6, n°4, Curriculum Construction, Jun., pp413-422
  • Willis H. Reals, "Leadership in the High School", The School Review, Vol 46, n°7, Sep., pp523-531

• 1940, Lindley J. Stiles, "Leaders in the Community Contribute to the Success of the Boulder Junior High Schools' Classes in Leadership", The Clearing House, Vol 15, n°2, Oct., pp74-75

• 1942, J. R. Evans, "Leadership Course: Baker Junior High's Class for Student Officers Improves Their Use of School Time ($53 an Hour)", The Clearing House, Vol 16, n°8, Apr., pp480-482

• 1944,
  • Harold Haydon, "Teachers Can Be Leaders", Journal of Educational Sociology, Vol 17, n°7, Leadership In Democracy, Mar., pp411-416
  • Floyd Johnson Reynolds, "Factors of Leadership among Seniors of Central High School, Tulsa, Oklahoma", The Journal of Educational Research, Vol 37, n°5, Jan., pp356-361

• 1947, Arthur W. Francis, Carlos de Zafra Jr., "Teachers and Politicians Leadership", The Clearing House, Vol 22, n°4, Dec., pp212-214

• 1949, E. T. McSwain, "Parent-Teacher Leadership for Better Schools", The Phi Delta Kappan, Vol 31, n°4, Dec., pp175-177

• 1950, John J. Gach, "The "O.T.C.": A Course for High-School Leaders: Students Get Training in Conducting Meetings", The Clearing House, Vol 24, n°8, Apr., pp464-465

• 1952, Harold Saxe Tuttle, "Club Leadership: Excellent Teacher Preparation", The Clearing House, Vol 26, n°7, Mar., pp430-432

• 1953, Ralph W. Tyler, "Leadership Role of the School Administrator in Curriculum and Instruction", The Elementary School Journal, Vol 54, n°4, Dec., pp200-209

• 1954, Theodore Bienenstok, "Democratic Leadership and Followership in the School Program", Journal of Educational Sociology, Vol 27, n°9, May, pp396-403

• 1955, G. Gordon Ellis, "The Cooperative Project in School Improvement and Leadership Development", The High School Journal, Vol 38, n°7, Apr., pp245-250

• 1956, John B. Barnes, "Barriers to Community Leadership for Teachers", The Phi Delta Kappan, Vol 38, n°2, Nov., pp59-61

• 1958, Albert H. Shuster, "Leadership in the Selection of School Staff Personnel", The Clearing House, Vol 33, n°3, Nov., pp154-156

• 1959,
  • Paul A. Miller, "Leadership and the School Principal", The High School Journal, Vol 42, n°4, Jan., pp124-126
  • Aaron S. Polinsky, Wendell Williams, "Student Leadership Program at River Dell Regional Schools", The Clearing House, Vol 33, n°9, May, pp547-549

• 1960, Karl D. Hartzell, J. Charles Jones, Wendell Smith, "University Leadership in Cooperative Research in the Schools of Its Area", The High School Journal, Vol 43, n°5, Feb., pp178-187

• 1962,
  • Clifton M. Claye, "Leadership Behavior Among Negro School Principals", The Journal of Negro Education, Vol 31, n°4, Autumn, pp521-526
  • Sam P. Wiggins, "Junta Freedom and School Leadership", Peabody Journal of Education, Vol 40, n°3, Nov., pp131-136

• 1965, Lois N. Nelson, "Modes of Teacher Leadership during Language Instruction", The Elementary School Journal, Vol 66, n°2, Nov., pp92-96

• 1966, Harold G. Shane, "Current Issues Facing Leadership in the School Library Field", ALA Bulletin, Vol 60, n°9, October, pp923-926

• 1967, Robert S. Randall, Charles B. Watts, "Leadership Behavior, Problem-Attack Behavior, and Effectiveness of High School Principals", The Journal of Experimental Education, Vol 35, n°4, Summer, pp1-8

• 1969, Orel D. Callahan, Stanley S. Robin, "A Social System Analysis of Preferred Leadership Role Characteristics in High School", Sociology of Education, Vol 42, n°3, Summer, pp251-260

• 1973, Ralph W. Larkin, "Contextual Influences on Teacher Leadership Styles", Sociology of Education, Vol 46, n°4, Autumn, pp471-479

• 1975,
  • H. Boles, J. A. Davenport, "Introduction to Educational Leadership", New York: Harper & Row
  • Robert C. Hardy, "A Test of the Poor Leader-Member Relation Cells of the Contingency Model on Elementary School Children", Child Development, Vol 46, n°4, Dec., pp958-964

• 1976, Curt Kampmeier, "Creative Leadership in the School", Theory into Practice, Vol 15, n°5, Interpersonal Relations and Education, Dec., pp360-367

• 1977, Ruth Drake, "Leadership: The Teacher's Option", The Clearing House, Vol 50, n°7, Mar., pp291-293

• 1978, Barbara G. Burch, W. Elzie Danley Sr., "Teacher Perceptions of the Effective Instructional Leader", The Clearing House, Vol 52, n°2, Oct., pp78-79

• 1979, Jane Butler Kahle, "Teacher Leadership + Parent Education = A Formula for Good Schools", The American Biology Teacher, Vol 41, n°2, Feb., pp79-100

• 1980,
  • William W. Beck, Glenn M. Linden, Michael E. Siegel, "Identifying School Desegregation Leadership Styles", The Journal of Negro Education, Vol 49, n°2, Spring, pp115-133
  • Arthur Blumberg et William Greenfield, "The Effective Principal: Perspectives on School Leadership", Boston: Allyn and bacon
  • Linda S. Wojtan, "Preservice Teacher Education: An Opportunity for Area Center Involvement and Leadership", A Journal of Opinion, Vol 10, n°3/4, African Outreach, Autumn - Winter, pp22-25

• 1981,
  • John J. Beck, Edward H. Seifert, "Elementary Principals: Instructional Leaders or School Managers?", The Phi Delta Kappan, Vol 62, n°7, Mar., p528
  • Leon Durkin, Joe M. Smith, "A Challenge for Leadership of Teacher Education in the Eighties", Peabody Journal of Education, Vol 58, n°4, Issues and Trends in American Education, Jul., pp183-187

• 1982,
  • Gordon A. Donaldson, Jr., "Rx for School Leadership: The Maine Principals' Academy", The Phi Delta Kappan, Vol 63, n°6, Feb., pp400-401
  • Elisabeth Hansot, David Tyack, "Hard Times, Hard Choices: The Case for Coherence in Public School Leadership", The Phi Delta Kappan, Vol 63, n°8, Apr., pp511-515
  • Roy M. McCulloch, "The Conglomeration Syndrome in Medical Schools: An Acute Example of Leadership Difficulties in Universities and Colleges", Oxford Review of Education, Vol 8, n°1, pp27-39

• 1983, Harold Berlak, Ann Berlak, "Toward a Nonhierarchical Approach to School Inquiry and Leadership", Curriculum Inquiry, Vol 13, n°3, Autumn, pp267-294

• 1984, Paul S. George, John P. Spindler, "Participatory Leadership in the Middle School", The Clearing House, Vol 57, n°7, Mar., pp293-295

• 1985,
  • Gerald Boardman, M. Donald Thomas, Virginia Ziegler, "Humor, Leadership, and School Climate", The Clearing House, Vol 58, n°8, Apr., pp346-348
  • Denis P. Doyle, Terry W. Hartle, "Leadership in Education: Governors, Legislators, and Teachers", The Phi Delta Kappan, Vol 67, n°1, Sep., pp21-27
  • Cecil Miskel, Dorothy Cosgrove, "Leader Succession in School Settings", Review of Educational Research, Vol 55, n°1, Spring, pp87-105
  • William L. Rutherford, "School Principals as Effective Leaders", The Phi Delta Kappan, Vol 67, n°1, Sep., pp31-34

• 1986,
  • Carolyn S. Anderson, "Instructional Leadership Behaviors in High School Principals, Assistant Principals, and Department Chairpersons: A Comparison", The High School Journal, Vol 70, n°2, Dec., Jan., pp115-123
  • Thomas O. Blank, "What High School Leaders Think of Leadership", The High School Journal, Vol 69, n°3, Feb. - Mar., pp207-213
  • Martin Burlingame, "Three Images of Leadership in Effective Schools Literature", Peabody Journal of Education, Vol 63, n°3, New Images of Organizations and Leadership, Spring, pp65-74
  • Keith Evans, "Creating a climate for school leadership", School Organisation, Vol 6, n°1, January, pp61-69

• 1987,
  • Rolf K. Blank, "The Role of Principal as Leader: Analysis of Variation in Leadership of Urban High Schools", The Journal of Educational Research, Vol 81, n°2, Nov. - Dec., pp69-80
  • Joseph J. Blase, "Dimensions of Effective School Leadership: The Teacher's Perspective", American Educational Research Journal, Vol 24, n°4, Winter, pp589-610
  • Joseph J. Blase, "The Teachers' Perspective on Ineffective School Leadership", The High School Journal, Vol 70, n°4, Apr. - May, pp167-172
  • J. V. D., "College Teachers' Struggle: Failure of Leadership", Economic and Political Weekly, Vol 22, n°39, Sep. 26, pp1640-1642
  • Richard E. Goodstein, "An Investigation into Leadership Behaviors and Descriptive Characteristics of High School Band Directors in the United States", Journal of Research in Music Education, Vol 35, n°1, Spring, pp13-25
  • Joseph W. Licata, Charles J. Newman, "Teacher Leadership and Classroom Climate as Predictors of Student Brinkmanship", The High School Journal, Vol 70, n°2, Dec. - Jan., pp102-110

• 1988,
  • Roland S. Barth, "Principals, Teachers, and School Leadership", The Phi Delta Kappan, Vol 69, n°9, May, pp639-642
  • Paul V. Bredeson, "Communications as a Measure of Leadership in Schools: A Portraiture of School Principals", The High School Journal, Vol 71, n°4, Apr. - May, pp178-186
  • Helen A. Moore, "Effects of Gender, Ethnicity, and School Equity on Students' Leadership Behaviors in a Group Game", The Elementary School Journal, Vol 88, n°5, Special Issue: Minorities, May, pp515-527
  • Sharon Rallis, "Room at the Top: Conditions for Effective School Leadership", The Phi Delta Kappan, Vol 69, n°9, May, pp643-647
  • Reginald Wilson, "Developing Leadership: Blacks in Graduate and Professional Schools", Journal of Black Studies, Vol 19, n°2, Education in the Black Community, Dec., pp163-173

• 1989,
  • J. Blackmore, "Educational leadership: A feminist critique and reconstruction", In: J. Smyth, dir., "Critical Perspectives on Educational Leadership", London, The Falmer Press, pp93-129
  • Paul V. Bredeson, "Redefining Leadership and the Roles of School Principals: Responses to Changes in the Professional Worklife of Teachers", The High School Journal, Vol 73, n°1, Oct. - Nov., pp9-20
  • Ronald A. Heifetz, Riley M. Sinder, Alice Jones, Lynn M. Hodge, Keith A. Rowley, "Teaching and Assessing Leadership Courses at the John F. Kennedy School of Government", Journal of Policy Analysis and Management, Vol 8, n°3, Summer, pp536-562
  • William P. Keim, "Leadership Workshop: The Writing-Grammar Battle: Adventures of a Teacher/Administrator", The English Journal, Vol 78, n°3, Mar., pp66-70
  • J. Dan Marshall, Amy Otis-Wilborn, James T. Sears, "Leadership and Pedagogy: Rethinking Leadership in Professional Schools of Education", Peabody Journal of Education, Vol 66, n°3, Educational Leadership and the Struggle for Mind, Spring, pp78-103
  • Peter James Murphy, "Selecting School Leaders: Tradition Must Be Challenged", The Clearing House, Vol 63, n°3, Nov., pp101-106

• 1990,
  • James R. Bliss, Richard J. Konet, C. John Tarter, "Leadership Style and Effectiveness in Secondary School Departments", The High School Journal, Vol 74, n°1, Oct. - Nov., pp38-46
  • Michael E. Dantley, "The Ineffectiveness of Effective Schools Leadership: An Analysis of the Effective Schools Movement from a Critical Perspective", The Journal of Negro Education, Vol 59, n°4, Autumn, pp585-598
  • W. F. Dennison, K. Shenton, "Training Professional Leaders: The New School Managers", Oxford Review of Education, Vol 16, n°3, pp311-320
  • Stuart R. Thompson, "Higher Education, Leadership, and Teacher Preparation", Visual Arts Research, Vol 16, n°2(32), Fall, pp36-42

• 1991,
  • Richard L. Andrews, Margaret R. Basom, Myron Basom, "Instructional Leadership: Supervision That Makes a Difference", Theory into Practice, Vol 30, n°2, Instructional Leadership: Making Supervision Meaningful, Spring, 1991), pp. 97-101
  • Philip Hallinger, Joseph Murphy, "Developing Leaders for Tomorrow's Schools", The Phi Delta Kappan, Vol 72, n°7, Mar., pp514-520
  • John J. Lane, "Instructional Leadership and Community: A Perspective on School Based Management", Theory into Practice, Vol 30, n°2, Instructional Leadership: Making Supervision Meaningful, Spring, pp119-123
  • P. A. Wasley, "Teachers who lead: The rhetoric of reform and the realities of practice", New York: Teachers College Press
  • Lance V. Wright, "Instructional Leadership: Looking through Schoolhouse Windows", Theory into Practice, Vol 30, n°2, Instructional Leadership: Making Supervision Meaningful, Spring, pp113-118

• 1992,
  • Renee Clift, Marlene Johnson, Patricia Holland, Mary Lou Veal, "Developing the Potential for Collaborative School Leadership", American Educational Research Journal, Vol 29, n°4, Winter, pp877-908
  • Ronald H. Heck, "Principals' Instructional Leadership and School Performance: Implications for Policy Development", Educational Evaluation and Policy Analysis, Vol 14, n°1, Spring, pp21-34
  • S. Krug, "Instructional leadership: A Constructivist Perspective", Educational Administration Quarterly, 28 (3), pp430-443
  • Mark A. Smylie, "Teachers' Reports of Their Interactions with Teacher Leaders concerning Classroom Instruction", The Elementary School Journal, Vol 93, n°1, Sep., pp85-98

• 1993,
  • L. G. Bolman et T. E. Deal, "The Path To School Leadership: A Portable Mentor", Newbury Park, CA: Corwin Press
  • Madalyn Cioci, Valerie E. Lee, Julia B. Smith, "Teachers and Principals: Gender-Related Perceptions of Leadership and Power in Secondary Schools", Educational Evaluation and Policy Analysis, Vol 15, n°2, Summer, pp153-180
  • Renee Clift, Marshall Schacht, Paul Thurston, "Preparing Leaders for Change-Oriented Schools", The Phi Delta Kappan, Vol 75, n°3, Nov., pp259-265
  • Byron Dart, Doris Jantzi, Kenneth Leithwood, Halia Silins, "Using the Appraisal of School Leaders as an Instrument for School Restructuring", Peabody Journal of Education, Vol 68, n°2, New Ways to Assess the Performance of School Principals, Part 2, Winter, pp85-109
  • Gerald Grace, "On the Study of School Leadership: Beyond Education Management", British Journal of Educational Studies, Vol 41, n°4, Dec., pp353-365
  • Samuel E. Krug, "Leadership Craft and the Crafting of School Leaders", The Phi Delta Kappan, Vol 75, n°3, Nov., pp240-244
  • Martin L. Maehr, Stephanie A. Parker, "A Tale of Two Schools — and the Primary Task of Leadership", The Phi Delta Kappan, Vol 75, n°3, Nov., pp233-239
  • Stephanie A. Parker, "So Now You're a School Leader: What Should You Do?", The Phi Delta Kappan, Vol 75, n°3, Nov., pp229-230, p232
  • S. SooHoo, "Students as Partners in Research and Restructuring Schools", The Educational Forum, 57, pp386-393

• 1994,
  • Davis W. Campbell, Diane Greene, "Defining the Leadership Role of School Boards in the 21st Century", The Phi Delta Kappan, Vol 75, n°5, Jan., pp391-395
  • Vanessa DiMauro, Shahaf Gal, "Use of Telecommunications for Reflective Discourse of Science Teacher Leaders", Journal of Science Education and Technology, Vol 3, n°2, Jun., pp123-135
  • Noah E. Friedkin, Michael R. Slater, "School Leadership and Performance: A Social Network Approach", Sociology of Education, Vol 67, n°2, Apr., pp139-157
  • Joseph Sanacore, "Giving School Administrators Feedback about Their Reading Leadership", Journal of Reading, Vol 38, n°1, Sep., pp64-68
  • Kenneth J. Tewel, "The Transition Period in Restructuring High Schools: Teachers as Leaders", The Clearing House, Vol 67, n°6, Jul. - Aug., pp331-336

• 1995,
  • Linda S. Behar-Horenstein, "Promoting Effective School Leadership: A Change-Oriented Model for the Preparation of Principals", Peabody Journal of Education, Vol 70, n°3, Curriculum Issues and the Post secondary Preparation of Educators, Spring, pp18-40
  • Marcella L. Bullmaster, Velma L. Cobb, Linda Darling-Hammond, "Rethinking Teacher Leadership Through Professional Development Schools", The Elementary School Journal, Vol 96, n°1, Special Issue: Teacher Leadership, Sep., pp87-106
  • Vivian Ruth Dennard, C. Kenneth Tanner, "Leadership Behavior of the High School Principal and Assistant Principal for Instruction", The High School Journal, Vol 78, n°3, Feb. - Mar., pp172-182
  • William A. Firestone, Marjorie F. Heller, "Who's in Charge Here? Sources of Leadership for Change in Eight Schools", The Elementary School Journal, Vol 96, n°1, Special Issue: Teacher Leadership, Sep., pp65-86
  • Gerald Grace, "School Leadership: Beyond Educational Management", London: Falmer
  • Walter Kimbrough, "Self-Assessment, Participation, and Value of Leadership Skills, Activities and Experiences for Black Students Relative to Their Membership in Historically Black Fraternities and Sororities", Journal of Negro Education, 64, pp63-64
  • Peter Ling, "Local Leadership in the Early Civil Rights Movement: The South Carolina Citizenship Education Program of the Highlander Folk School", Journal of American Studies, Vol 29, n°3, Dec., pp399-422
  • Judith Warren Little, "Contested Ground: The Basis of Teacher Leadership in Two Restructuring High Schools", The Elementary School Journal, Vol 96, n°1, Special Issue: Teacher Leadership, Sep., pp47-63
  • Mark A. Smylie, "New Perspectives on Teacher Leadership", The Elementary School Journal, Vol 96, n°1, Special Issue: Teacher Leadership, Sep., pp3-7
  • Ann Weaver Hart, "Reconceiving School Leadership: Emergent Views", The Elementary School Journal, Vol 96, n°1, Special Issue: Teacher Leadership, Sep., pp9-28
  • Todd Whitaker, "Accomplishing Change in Schools: The Importance of Informal Teacher Leaders", The Clearing House, Vol 68, n°6, Jul. - Aug., pp356-357

• 1996,
  • Nina Bascia, "Teacher Leadership: Contending with Adversity", Canadian Journal of Education / Revue canadienne de l'éducation, Vol 21, n°2, Spring, pp155-169
  • Leonard Bickman, Ken Davis, Philip Hallinger, "School Context, Principal Leadership, and Student Reading Achievement", The Elementary School Journal, Vol 96, n°5, May, pp527-549
  • Allan Bolton, "The Leadership Challenge in Universities: The Case of Business Schools", Higher Education, Vol 31, n°4, Jun., pp491-506
  • Barbara Butterworth, Rhona S. Weinstein, "Enhancing Motivational Opportunity in Elementary Schooling: A Case Study of the Ecology of Principal Leadership", The Elementary School Journal, Vol 97, n°1, Sep., pp57-80
  • R. Chaplain, J. Rudduck, G. Wallace, "School Improvement: What Can Pupils Tell Us?", London: David Fulton
  • F. H. Freeman, K. B. Knott, M. K. Schwartz, dir., "Leadership Education: A Source Book", Greensboro, North Carolina: Center for Creative Leadership
  • Kati Haycock, "Thinking Differently about School Reform: College and University Leadership for the Big Changes We Need", Change, Vol 28, n°1, Jan. - Feb., pp12-18
  • Anne C. Lewis, "Questions and Answers about School Leadership", The Phi Delta Kappan, Vol 77, n°8, Apr., pp525-526

• 1997,
  • Maenette K. P. Benham, "Silences and Serenades: The Journeys of Three Ethnic Minority Women School Leaders", Anthropology & Education Quarterly, Vol 28, n+2, Stories from Educators' Lives, Jun., pp280-307
  • DeBorah A. Carr, "Collegial Leaders: Teachers Who Want More than Just a Job", The Clearing House, Vol 70, n°5, May - Jun., pp240-242
  • Monica Coyle, "Teacher Leadership vs. School Management: Flatten the Hierarchies", The Clearing House, Vol 70, n°5, May - Jun., pp236-239
  • Jacqueline P. Danzberger, Will Friedman, "'Public Conversations about the Public's Schools': The Public Agenda/Institute for Educational Leadership Town Meeting Project", The Phi Delta Kappan, Vol 78, n°10, Jun., pp744-748
  • B. Fidler, "School leadership: Some key ideas", School Leadership & Management, May, 17(1), pp23-38
  • Lynette D. Glasman, Naftaly S. Glasman, "Connecting the Preparation of School Leaders to the Practice of School Leadership", Peabody Journal of Education, Vol 72, n°2, New Ways of Training for School Leadership, pp3-20
  • L. R. Matusak, "Finding your voice: Learning to lead anywhere you want to make a difference", San Francisco: Jossey-Bass Publishers
  • Diana G. Pounder, "Teacher Teams: Promoting Teacher Involvement and Leadership in Secondary Schools", The High School Journal, Vol 80, n°2, Dec- Jan.), pp117-124

• 1998,
  • N. Day et P. Mahoney, "Ethical Challenges in School Leadership", In: J. MacBeath, dir., "Effective School Leadership: responding to change", London, Paul Chapman
  • Philip Hallinger, Kenneth Leithwood, "Unseen Forces: The Impact of Social Culture on School Leadership", Peabody Journal of Education, Vol 73, n°2, Leading Schools in a Global Era: A Cultural Perspective, pp126-151
  • J. MacBeath, dir., "Effective School Leadership: Responding to Change", London: Paul Chapman
  • Pat Mahony, "Democracy and School Leadership in England and Denmark", British Journal of Educational Studies, Vol 46, n°3, Sep., pp302-317

• 1999,
  • Sharon Conley, Donna E. Muncey, "Teachers Talk about Teaming and Leadership in Their Work", Theory into Practice, Vol 38, n°1, Redefining Teacher Quality, Winter, pp46-55
  • L. Moos, "New Dilemmas in School leadership", Leading & Managing, 5 (1), pp41-59
  • Susan E. Sather, "Leading, Lauding, and Learning: Leadership in Secondary Schools Serving Diverse Populations", The Journal of Negro Education, Vol 68, n°4, Autumn, pp511-528
  • Julie A. Sherrill, "Preparing Teachers for Leadership Roles in the 21st Century", Theory into Practice, Vol 38, n°1, Redefining Teacher Quality, Winter, pp56-61

• 2000,
  • Ross Brooker et Ian Macpherson, "Positioning Stakeholders in Curriculum Leadership: How can teacher educators work with teachers to discover and create their place?", Asia-Pacific Journal of Teacher Education, Vol 28, n°1, March, pp69-85
  • Anthony S. Bryk, Penny Bender Sebring, "School Leadership and the Bottom Line in Chicago", The Phi Delta Kappan, Vol 81, n°6, Feb., pp440-443
  • David W. Chan, "University-school collaboration and needs assessment in the training of student leadership and peer support in Hong Kong", Roeper Review, Vol 22, n°4, June, pp263-266
  • J. Durrant, D. Frost, M. Head, G. Holden, "Teacher-led School Improvement", London: RoutledgeFalmer
  • B. Fidler, "School Leadership: Some Key Ideas", School Leadership and Management, 17 (1) pp23-27
  • D. Frost, "Teacher-led School Improvement: Agency and Strategy" part 1, Management in Education, 14 (4) pp21-24
  • D. Frost, "Teacher-led School Improvement: Agency and Strategy" part 2, Management in Education, 14 (5) pp17-20
  • Gerald Grace, "Research and the Challenges of Contemporary School Leadership: The Contribution of Critical Scholarship", British Journal of Educational Studies, Vol 48, n°3, Sep., pp231-247
  • Jill Sperandio, "Leadership for Adolescent Girls: The Role of Secondary Schools in Uganda", Gender and Development, Vol 8, n°3, Nov., pp57-64
  • B. A. Tillman, "Quiet leadership: Informal mentoring of beginning teachers", Momentum, 31(1), pp24-26

• 2001,
  • Susan W. Arendt, Sara B. Marcketti, Mack C. Shelley II, "Leadership in action: student leadership development in an event management course", Leadership & Organization Development Journal, Vol 32, n°2, pp170-189
  • Roland S. Barth, "Teacher Leader", The Phi Delta Kappan, Vol 82, n°6, Feb., pp443-449
  • Patricia A. Bauch, "School-Community Partnerships in Rural Schools: Leadership, Renewal, and a Sense of Place", Peabody Journal of Education, Vol 76, n°2, Reexamining Relations and a Sense of Place between Schools and Their Constituents, pp204-221
  • M. Boardman, "The value of shared leadership: Tasmanian Teachers’ and Leaders’ Differing Views", International Studies in Educational Administration, 29(3), p2
  • Sharon Anne Cook, "A Case Study of an Equity Program in Teacher Education: Rethinking Feminist Leadership", Canadian Journal of Education / Revue canadienne de l'éducation, Vol 26, n°4, pp419-435
  • J. B. Diamond,, R. Halverson, J. P. Spillane, "Investigating school leadership practice: a distributed perspective", Educational Researcher, 30(3), April, pp23–28
  • Gerald Grace, "Contemporary School Leadership: Reflections on Morrison", British Journal of Educational Studies, Vol 49, n°4, Dec., pp386-391
  • John R. Hoyle, Robert O. Slater, "Love, Happiness, and America's Schools: The Role of Educational Leadership in the 21st Century", The Phi Delta Kappan, Vol 82, n°10, Jun., pp790-794
  • Glenn Hultman, "Leading cultures: a study of ‘acting in context’ and the creation of meaning in school leaders' work activities", International Journal of Leadership in Education, Vol 4, n°2, April, pp137-148
  • Keith Morrison, "Simplicity and Complexity in Contemporary School Leadership: A Response to Grace", British Journal of Educational Studies, Vol 49, n°4, Dec., pp379-385
  • Tom Sergiovanni, "Leadership: What’s in it for schools?", London: Routledge
  • Gerald N. Tirozzi, "The Artistry of Leadership: The Evolving Role of the Secondary School Principal", The Phi Delta Kappan, Vol 82, n°6, Feb., pp434-439
  • Tony Wagner, "Leadership for Learning: An Action Theory of School Change", The Phi Delta Kappan, Vol 82, n°5, Jan., pp378-383
  • M. Wallace, "Sharing the Leadership of Schools through Teamwork : A Justifiable Risk ?", Educational Management and Administration, 29 (2), pp153-167

• 2002,
  • Audrey Addi-Raccah, Hanna Ayalon, "Gender Inequality in Leadership Positions of Teachers", British Journal of Sociology of Education, Vol 23, n°2, Jun., pp157-177
  • Maud Blair, "Effective School Leadership: The Multi-Ethnic Context", British Journal of Sociology of Education, Vol 23, n°2, Jun., pp179-191
  • M. Bottery, "Educational Leadership and Political Realities", Educational Management and Administration, 30 (2), pp157-174
  • C. Dimmock et A. Walker, "School Leadership with Teaching, Learning and Parenting in Diverse Cultural Contexts: Western and Asian Perspectives", In: K. Leithwood, P. Hallinger, G. C. Furman, P. Gronn, J. MacBeath, B. Mulford et K. Riley, dir., The Second International Handbook of Educational Leadership and Administration. Dordrecht, NL: Kluwer
  • J. Durrant et D. Frost, "Teachers as Leaders: Exploring the Impact of Teacher-led Development", School Leadership and Management, 22 (2), pp143-161
  • Cornel Jones, "Teachers' Perceptions of African American Principals' Leadership in Urban Schools", Peabody Journal of Education, Vol 77, n°1, Leadership Challenges in Creating Inclusive School Environments, pp7-34
  • D. R. Heischman, "Moral courage in teaching and school leadership", Independent School, 62(1), pp22-26, p28, pp30-32
  • Reitumetse Obakeng Mabokela et Jean A. Madsen, "Introduction: Leadership and Diversity: Creating Inclusive Schools", Peabody Journal of Education, Vol 77, n°1, January, pp1-6
  • Jean A. Madsen, "Introduction: Leadership and Diversity: Creating Inclusive Schools Reitumetse Obakeng Mabokela", Peabody Journal of Education, Vol 77, n°1, Leadership Challenges in Creating Inclusive School Environments, pp1-6

• 2003,
  • Patricia Burch, James P. Spillane, "Elementary School Leadership Strategies and Subject Matter: Reforming Mathematics and Literacy Instruction", The Elementary School Journal, Vol 103, n°5, May, pp519-535
  • Eric Camburn, Brian Rowan, James E. Taylor, "Distributed Leadership in Schools: The Case of Elementary Schools Adopting Comprehensive School Reform Models", Educational Evaluation and Policy Analysis, Vol 25, n°4, Special Issue on Educational Leadership, Winter, pp347-373
  • Lei Chang, "Variable Effects of Children's Aggression, Social Withdrawal, and Prosocial Leadership as Functions of Teacher Beliefs and Behaviors", Child Development, Vol 74, n°2, Mar. - Apr., pp535-548
  • C. Chapman, "Building the leadership capacity for school improvement", In: C. Chapman, C. Day, A. Harris, M. Hadfield, A. Hargreaves, D. Hopkins, dir., "Effective Leadership for School Improvement", London, Routledge Falmer
  • C. Chapman, C. Day, A. Harris, M. Hadfield, A. Hargreaves, D. Hopkins, dir., "Effective Leadership for School Improvement", London, Routledge Falmer
  • Michael A. Copland, "Leadership of Inquiry: Building and Sustaining Capacity for School Improvement", Educational Evaluation and Policy Analysis, Vol 25, n°4, Special Issue on Educational Leadership, Winter, pp375-395
  • John B. Diamond, Tim Hallett, James P. Spillane, "Forms of Capital and the Construction of Leadership: Instructional Leadership in Urban Elementary Schools", Sociology of Education, Vol 76, n°1, Jan., pp1-17
  • E. Di Natale, L. Drysdale, P. Ford, D. Gurr, R. Hardy, R. Swann, "Successful School Leadership in Victoria: Three Case Studies", Leading and Managing, 9(1), pp18-37
  • Haim Gaziel, "Images of Leadership and Their Effect upon School Principals' Performance", International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l'Education, Vol 49, n°5, Sep., pp475-486
  • A. Harris, "Teacher leadership and school improvement", In: C. Chapman, C. Day, A. Harris, M. Hadfield, A. Hargreaves, D. Hopkins, dir., "Effective Leadership for School Improvement", London, Routledge Falmer
  • J. W. Little, "Constructions of Teacher Leadership in Three Periods of Policy and Reform Activism", School Leadership and Management, 23 (4), pp401-419
  • Roberta M. Milgram, "Challenging Out-of-school Activities as a Predictor of Creative Accomplishments in Art, Drama, Dance and Social Leadership", Scandinavian Journal of Educational Research, Vol 47, n°3, July, pp305-315
  • Lystra M. Richardson, "Helping Teachers Participate Competently in School Leadership", The Clearing House, Vol 76, n°4, Mar. - Apr., pp202-205

• 2004,
  • Kathy L. Adams, W. Grant Hambright, "Encouraged or Discouraged? Women Teacher Leaders Becoming Principals", The Clearing House, Vol 77, n°5, May - Jun., pp209-211
  • Floyd Beachum & Audrey M. Dentith, "Teacher Leaders Creating Cultures of School Renewal and Transformation", The Educational Forum, Vol 68, n°3, September, pp276-286
  • Elizabeth E. Boatright, Michael A. Copland, "Leading Small: Eight Lessons for Leaders in Transforming Large Comprehensive High Schools", The Phi Delta Kappan, Vol 85, n°10, Jun., pp762-770
  • Richard F. Bowman, "Teachers as Leaders", The Clearing House, Vol 77, n°5, May - Jun., pp187-189
  • Craig Bullis, Ruth Collins, Christopher Paparone, George E. Reed, “Mapping the Route of Leadership Education: Caution Ahead”, Parameters, 34, Autumn, pp46-60
  • Gordon A. Donaldson, Jr., Linda M. Bowe, Sally V. Mackenzie, George F. Marnik, "Learning from Leadership Work: Maine Pioneers a School Leadership Network", The Phi Delta Kappan, Vol 85, n°7, Mar., pp539-544
  • Karen Duke, Jennifer York-Barr, "What Do We Know about Teacher Leadership? Findings from Two Decades of Scholarship", Review of Educational Research, Vol 74, n°3, Autumn, pp255-316
  • Richard Halverson, "Accessing, Documenting, and Communicating Practical Wisdom: The Phronesis of School Leadership Practice", American Journal of Education, Vol III, n°1, November, pp90-121
  • Anthony H. Normore, "Socializing school administrators to meet leadership challenges that doom all but the most heroic and talented leaders to failure, International Journal of Leadership in Education, Vol 7, n°2, April, pp107-125

• 2005,
  • R. Allio, "Leadership development: teaching versus learning", Management Decision, Vol 43, n°7/8, pp1071–1077
  • Julie M. Anding, Robert E. Quinn, "An Interview with Robert E. Quinn Entering the Fundamental State of Leadership: Reflections on the Path to Transformational Teaching", Academy of Management Learning & Education, Vol 4, n°4, Dec., pp487-495
  • Richard F. Bowman, "Teacher as Servant Leader", The Clearing House, Vol 78, n°6, Jul. - Aug., pp257-259
  • Janell Drone, "Desegregation and Effective School Leadership: Tracking Success, 1954-1980", The Journal of African American History, Vol 90, n°4, Autumn, pp410-421
  • L. Drysdale, D. Gurr, B. Mulford, "Successful principal leadership: Australian case studies", Journal of Educational Administration, 43(6), pp539-551
  • Helen M. Duffy, "Preparing Teachers to Build Leadership among Underserved Students", The English Journal, Vol 95, n°2, Nov., pp71-76
  • Claudia A. Gentile, Mary Ellen Livesay, Carol Ann Moore, Roger J. Stankay, Mary Jean Waters, Diane Waff, "From the Secondary Section: Collaborative Learning Communities: Building Leadership in a High School English Department", The English Journal, Vol 95, n°2, Nov., pp16-18
  • Richard Hatcher, "The Distribution of Leadership and Power in Schools", British Journal of Sociology of Education, Vol 26, n°2, Apr., pp253-267
  • Marla W. McGhee, Sarah W. Nelson, "Sacrificing Leaders, Villainizing Leadership: How Educational Accountability Policies Impair School Leadership", The Phi Delta Kappan, Vol 86, n°5, Jan., pp367-372

• 2006,
  • Sigrún Adalbjarnardottir, Eyrún M. Runarsdottir, "A Leader's Experiences of Intercultural Education in an Elementary School: Changes and Challenges", Theory into Practice, Vol 45, n°2, Learning, Teaching, Leading: A Global Perspective, Spring, pp177-186
  • Bernard Barker, "Rethinking leadership and change: a case study in leadership succession and its impact on school transformation", Cambridge Journal of Education, Vol 36, n°2, June, pp277-293
  • Mark Brundrett, Christopher Rhodes & Chrysanthi Gkolia, "Planning for leadership succession: creating a talent pool in primary schools", Education 3-13, Vol 34, n°3, October, pp259-268
  • Ann R. J. Briggs, Tony Bush, David Middlewood, "The impact of school leadership development: evidence from the ‘new visions’ programme for early headship", Journal of In-Service Education, Vol 32, n°2, June, pp185-200
  • Tony Bush, "The National College for School Leadership: A Successful English Innovation?", The Phi Delta Kappan, Vol 87, n°7, Mar., pp508-511
  • Elizabeth Craig, Christopher Steel, "Reworking Industrial Models, Exploring Contemporary Ideas, and Fostering Teacher Leadership", The Phi Delta Kappan, Vol 87, n°9, May, pp676-680
  • Chris Day, Ken Leithwood, P. Sammons, A. Harris, D. Hopkins, "Seven strong claims about successful school leadership, National College of School Leadership", Nottingham: National College of School Leadership
  • L. Drysdale, D. Gurr, B. Mulford, "Models of Successful Principal Leadership", School Leadership and Management, 26(4), pp371-395
  • Peter Gray, John A. Ross, "School Leadership and Student Achievement: The Mediating Effects of Teacher Beliefs", Canadian Journal of Education / Revue canadienne de l'éducation, Vol 29, n°3, pp798-822
  • D. Gurr et Raihani, "Value-Driven School Leadership: An Indonesian Perspective", Leading and Managing, 12(1), pp121-134
  • Ronald A. Heifetz, "Educational Leadership: Beyond a Focus on Instruction", The Phi Delta Kappan, Vol 87, n°7, Mar., pp512-513
  • Helen M. Marks, Susan M. Printy, "Shared Leadership for Teacher and Student Learning", Theory into Practice, Vol 45, n°2, Learning, Teaching, Leading: A Global Perspective, Spring, pp125-132
  • Leigh McGuigan & Wayne K. Hoy, "Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students", Leadership and Policy in Schools, Vol 5, n°3, September, pp203-229
  • Jerome T. Murphy, "Dancing Lessons for Elephants: Reforming Ed School Leadership Programs", The Phi Delta Kappan, Vol 87, n°7, Mar., pp488-491
  • Lorrae Ward & Judy Parr, "Authority, Volunteerism, and Sustainability: Creating and Sustaining an Online Community through Teacher Leadership", Leadership and Policy in Schools, Vol 5, n°2, July, pp109-129
  • N. Rice, "Opportunities lost, possibilities found: Shared leadership and inclusion in an urban high school", Journal of Disability Policy Studies, 17(2), pp88-100
  • Margaret Terry Orr, "Mapping Innovation in Leadership Preparation in Our Nation's Schools of Education", The Phi Delta Kappan, Vol 87, n°7, Mar., pp492-499
  • Alfred Tivinarlik, Carolyn L. Wanat, "Leadership Styles of New Ireland High School Administrators: A Papua New Guinea Study", Anthropology & Education Quarterly, Vol 37, n°1, Mar., pp1-20

• 2007,
  • Bernard Barker, "The leadership paradox: Can school leaders transform student outcomes?", School Effectiveness and School Improvement, Vol 18, n°1, March, pp21-43
  • B. Beatty, "Going through the emotions: Leadership that gets to the heart of school renewal", Australian Journal of Education, 51(3), pp328-340
  • Launcelot Brown, Dennis A. Conrad, "School Leadership in Trinidad and Tobago: The Challenge of Context", Comparative Education Review, Vol 51, n°2, May, pp181-201
  • John M. Bryson, Barbara C. Crosby, "Teaching Leadership and Policy Change in a Public Affairs School", Journal of Public Affairs Education, Vol 13, n°2, Spring - Summer, pp169-186
  • Cristobal Carambo, Stephen M. Ritchie, Wolff-Michael Roth, Kenneth Tobin, "Transforming an academy through the enactment of collective curriculum leadership", Journal of Curriculum Studies, Vol 39, n°2, April, pp151-175
  • Nicole A. Chilla, Heleny Cook, Diane Waff, "From the Secondary Section: Leadership for Literacy: Teachers Raising Expectations and Opportunities", The English Journal, Vol 96, n°5, May, pp12-14
  • Chris Day et Ken Leithwood, dir., "Successful School Leadership in Times of Change", Toronto: Springer
  • Eliza T. Dresang, Nancy Everhart, "Integrating Research Results and National Board Certification Standards into a Leadership Curriculum for School Library Media Specialists, Journal of Education for Library and Information Science, Vol 48, n°4, Fall, pp272-283
  • L. Drysdale et D. Gurr, "Models of Successful School Leadership: Victorian Case Studies", In: Ken Leithwood & Chris Day, dir., "Successful School Leadership in Times of Change", Toronto: Springer, pp39-58
  • L. Drysdale, D. Gurr, B. Mulford, "Instructional Leadership in Three Australian Schools", International Studies in Educational Administration, 35(3), pp20-29
  • Marie-Christine Opdenakker, Jan Van Damme, "Do School Context, Student Composition and School Leadership Affect School Practice and Outcomes in Secondary Education?", British Educational Research Journal, Vol 33, n°2, Apr., pp179-206

• 2008,
  • Sandra O. Archibald, "Managing the Enterprise: Challenges Facing Public Policy and Management School Leadership", Journal of Policy Analysis and Management, Vol 27, n°2, Spring, pp438-445
  • Gini Doolittle, Leonard R. Goduto, Donald Leake, "Forming Collaborative Partnerships on a Statewide Level to Develop Quality School Leaders, Theory into Practice, Vol 47, n°4, Collaborative Learning Communities in Schools, Fall, pp345-352
  • Karen Edge & Maria Mylopoulos, "Creating cross-school connections: LC networking in support of leadership and instructional development", School Leadership & Management, Vol 28, n°2, pp147-158
  • P. Duignan, D. Gurr, "Leading Australia’s Schools", Sydney: ACEL and DEST
  • Vicky Farrow, Sandra Harris, Hollis Lowery-Moore, "Extending Transfer of Learning Theory to Transformative Learning Theory: A Model for Promoting Teacher Leadership", Theory into Practice, Vol 47, n°4, Collaborative Learning Communities in Schools, Fall, pp318-326
  • Gillian Forrester, Helen Gunter, "New Labour and School Leadership 1997-2007", British Journal of Educational Studies, Vol 56, n°2, Jun., pp144-162
  • Matt Hartley, Tom Kecskemethy, "Cultivating Leadership for Tomorrow's Schools of Education", The Phi Delta Kappan, Vol 89, n°6, Feb., pp442-448
  • Frederick M. Hess, "Looking for Leadership: Assessing the Case for Mayoral Control of Urban School Systems", American Journal of Education, Vol 114, n°3, May, pp219-245
  • Jennifer E. Lawson, "Women Leaders in High-Poverty Community Schools: Work-Related Stress and Family Impact", Canadian Journal of Education / Revue canadienne de l'éducation, Vol 31, n°1, La question liées aux rôles sociaux de sexe en éducation / Gender Issues in Education, pp55-77
  • Sarah V. Mackenzie, George F. Marnik, "Rethinking Leadership Development: How School Leaders Learn in Action", Schools: Studies in Education, Vol 5, n°1/2, Spring/Fall, pp183-204
  • Pamela Payne Lewis, "Developing Leadership Skills in Schools of Public Policy and Administration", Journal of Public Affairs Education, Vol 14, n°2, Symposium: Third-Party Government, Service Learning, and Civic Engagement in the Public Affairs Curriculum, Summer, pp175-189
  • D. Nusche, H. Moorman, B. Pont, "Improving school leadership: policy and practice", Paris: OECD
  • Diosdado M. San Antonio, "Creating better schools through democratic school leadership", International Journal of Leadership in Education, Vol 11, n°1, January, pp43-62

• 2009,
  • R. Bolden, A. Bryman, G. Petrov, J. Gosling, "Leadership in Higher Education: Facts, Fictions and Future", Introduction to the Special Issue Leadership , 5(3), pp291-298
  • Femke P. Geijsel, Peter J. C. Sleegers, Reinoud D. Stoel, Meta L. Krüger, "The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools", The Elementary School Journal, Vol 109, n°4, Mar., pp406-427
  • Philip Hallinger, Ronald H. Heck, "Assessing the Contribution of Distributed Leadership to School Improvement and Growth in Math Achievement", American Educational Research Journal, Vol 46, n°3, Sep., pp659-689
  • Jan Kratzer, Christopher Lettl, "Distinctive Roles of Lead Users and Opinion Leaders in the Social Networks of Schoolchildren", Journal of Consumer Research, Vol 36, n°4, December, pp646-659
  • James P. Spillane, "Managing to Lead: Reframing School Leadership and Management", The Phi Delta Kappan, Vol 91, n°3, Nov., pp70-73
  • Min Sun et Peter Youngs, How Does District Principal Evaluation Affect Learning-Centered Principal Leadership? Evidence From Michigan School Districts, Leadership and Policy in Schools, Vol 8, n°4, pp411-445

• 2010,
  • Daniel Berebitsky, Roger D. Goddard, Yvonne L. Goddard, Christine M. Neumerski, Serena J. Salloum, "A Multilevel Exploratory Study of the Relationship Between Teachers' Perceptions of Principals' Instructional Support and Group Norms for Instruction in Elementary Schools", The Elementary School Journal, Vol III, n°2, The Conceptualization, Measurement, and Effects of School Leadership, December, pp336-357
  • Roger D. Goddard, Robert J. Miller, "The Conceptualization, Measurement, and Effects of School Leadership: Introduction to the Special Issue", The Elementary School Journal, Vol 111, n°2, The Conceptualization, Measurement, and Effects of School Leadership, December, pp219-225
  • Philip Hallinger, Ronald H. Heck, "Collaborative Leadership Effects on School Improvement: Integrating Unidirectional- and Reciprocal-Effects Models", The Elementary School Journal, Vol III, n°, The Conceptualization, Measurement, and Effects of School Leadership, December, pp226-252
  • Kaleen Healey, James P. Spillane, "Conceptualizing School Leadership and Management from a Distributed Perspective: An Exploration of Some Study Operations and Measures", The Elementary School Journal, Vol III, n°2, The Conceptualization, Measurement, and Effects of School Leadership, December, pp253-281

• 2011,
  • Stephen J. Ball, "A new research agenda for educational leadership and policy", Management in Education, April, Vol 25, pp50-52
  • Clive Dimmock & Jonathan W.P. Goh, "Transformative pedagogy, leadership and school organisation for the twenty-first-century knowledge-based economy: the case of Singapore", School Leadership & Management, Vol 31, n°3, July, pp215-234
  • Jen Katz-Buonincontro & Joy C. Phillips, "‘Art, its creation and leadership [can be] revealing and frightening’: how school leaders learn to frame and solve problems through the arts", International Journal of Leadership in Education, Vol 14, n°3, January, pp269-291
  • Malini Mistry et Krishan Sood, "Rethinking educational leadership to transform pedagogical practice to help improve the attainment of minority ethnic pupils: the need for leadership dialogue", Management in Education, July, Vol 25, pp125-130