Page 53 - Educational Leadership in a Changing World

Unearthing Context

(Teaching and Learning International Survey) and pisa surveys may
not account for cultural and systemic differences in the implementa-
tion of leadership across countries (Eryilmaz & Sandoval-Hernandez,
2021).
Therefore, these findings reinforce calls for a more context-sensitive
interpretation of international assessments and a more cautious ap-
proach to generalized global educational recommendations. Particu-
larly, some implications for policy and practice could be associated with
context-sensitive school leadership development. Educational policy
should consider tailored training that informs school leaders about the
presence of diverse school environments and socioeconomic contexts
in school organizations. Also, given the mediating role of escs, edu-
cational reforms should incorporate broader socioeconomic interven-
tions, such as parental engagement programmes, resource allocation
adjustments, and community-based support initiatives, to mitigate the
disparities in student achievement. Finally, future research should ex-
amine variations in leadership practices across different governance
structures and cultural settings to refine school leadership models
across the multiple contexts.

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