Leading schools in times of change

About this book

The challenges posed by the changing demands made upon schools in the past 20 years have exercised the minds of many writers on educational leadership in a number of countries because, while it is broadly agreed that the quality of teaching strongly influences levels of pupil motivation and achievement, it has been consistently argued that the quality of headship matters in determining the motivation of teachers and the quality of teaching which takes place in the classroom (Fullan 1992a, b; Eraut 1994; Hargreaves 1994; Ofsted 1995; Sammons et al. 1995; Day et al. 1998).