Interrogating the concept of 'leadership at all levels': a Scottish perspective

Joan G. Mowat, Margery McMahon

Research output: Contribution to journalArticle

Abstract

The concept of ‘leadership at all levels’ has gained currency in Scottish education in recent years following the publication of ‘Teaching Scotland’s Future’ (2010), a major review of teacher education focussing on teachers’ initial preparation, their on-going development and career progression. This paper traces the drivers of change that led to the recommendations in the review and subsequent developments and interrogates the concept through examination of the policy context. The paper argues that, whilst there have been many positive developments in advancing leadership and leadership education in Scotland, the concept of ‘leadership at all levels’ is problematic and there are many tensions which need to be addressed. In particular, the paper examines the tension between systems-led leadership development and that which focuses on the professional development of the individual, commensurate with the stage of their career, and argues that models that are more fluid and flexible allowing movement in, across and through the system are required.
LanguageEnglish
Pages173-189
Number of pages17
JournalProfessional Development in Education
Volume45
Issue number2
Early online date27 Aug 2018
DOIs
Publication statusPublished - 15 Mar 2019

Fingerprint

leadership
career
education
teacher
currency
driver
examination
Teaching

Keywords

  • leadership at all levels
  • leadership development
  • systems leadership
  • distributed leadership
  • power relations
  • equity

Cite this

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Interrogating the concept of 'leadership at all levels' : a Scottish perspective. / Mowat, Joan G.; McMahon, Margery .

In: Professional Development in Education, Vol. 45, No. 2, 15.03.2019, p. 173-189.

Research output: Contribution to journalArticle

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