Becoming an effective school leader

Abstract

Society is acknowledging the need for effective leadership to make an impact on students’ learning. Even though teacher quality is critical for school improvement, no matter how much a teacher is skilled and prepared, the School Leader is the one who establishes the right conditions for effective teaching and learning. To this end, improving leadership ranks as one of the highest priority in educational reforms. The aim of this study is to explore the process of becoming an effective School Leader. The type of knowledge and skills School Leaders need for their day-to-day roles and responsibilities and the preeminent learning process that enables School Leaders learn such knowledge, form the theoretical framework of this research. Shulman’s and Aristotle’s knowledge are used to aid the researcher to better articulate the knowledge needed to prepare effective School Leaders. This study presents insights brought forward by School Leaders themselves and also by the contributors to School Leaders’ professional learning regarding the conditions that need to be in place for effective professional learning. The empirical study shows that the new roles and challenges School Leaders need to meet present demands necessitates a change in the preparation in becoming effective Leaders; that from delivered wisdom to user-generated wisdom. It also sheds light on the policies needed to create effective professional learning that helps to prepare effective School Leaders.