Page 60 - Educational Leadership in a Changing World
P. 60
Carolina Marlen Luna Perez and Jennifer Ana Domínguez Rodríguez
Table 3.1 Synthesis of Key Dimensions of Leadership Practices
Synthesis of Key Dimensions of Synthesis of Key Dimensions of Leadership
Leadership Practices, according to Practices, according to authors Robinson and
authors Leithwood et al. () Gray ()
Setting a direction Set goals and expectations
Developing staff Promote and participate in teacher learning
and professional development
Redesigning the organization Obtain and maintain resources strategically
Managing instruction Plan, coordinate, and evaluate curriculum in-
struction
notes Adapted from Framework for Good School Leadership and Management (p. 12),
by the Ministerio de Educación República de Chile (2015).
based on a shared vision, the professional development of staff,
and the creation of a school environment that fosters academic
success (Leithwood & Jantzi, 2006).
• Distributed Leadership. In this model, influence and decision-mak-
ing emerge from the interactions among members of the organi-
zation rather than relying solely on individual leadership (Harris,
2008).
• InstructionalLeadership.Thisapproachfocusesonimproving teach-
ing and learning. Educational leaders (such as principals and in-
structional coordinators) ensure that teachers receive the nec-
essary support, resources, and guidance to implement effective
classroom strategies and enhance student outcomes (Robinson et
al., 2008).
In many countries, educational leadership has been formalized thro-
ugh regulatory frameworks that establish standards and expected com-
petencies for school administrators.
Dimensions of School Leadership
School leadership consists of multiple interrelated dimensions that im-
pact institutional management and student learning outcomes. Accord-
ing to Leithwood et al. (2019), there are five fundamental dimensions
of effective school leadership:
1. Setting Goals and Expectations. This involves defining clear and
achievable objectives that guide the work of the school commu-
nity and align teaching practices with the institutional vision.
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