Page 70 - Educational Leadership in a Changing World

Carolina Marlen Luna Perez and Jennifer Ana Domínguez Rodríguez

Objective
Todevelophighlyskilled school leaderscapableof managing changeand
improving educational quality through strategic and effective leader-
ship.

Structure and Content
The educational leadership model in Singapore is based on the continu-
ous training of school administrators and the development of key com-
petencies in:
• Learning to conduct futuring
• Learning to contextualize
• Learning to be adaptable and flexible
• Learning to collaborate in a self-organizing paradigm

Associated Programmes
• Leaders in Education Programme International (lepi). Building on
the success of the lep, the Leaders in Education Programme In-
ternational (lepi) was introduced in 2005 to extend its impact
globally. This programme offers school principals and education
officers worldwide the opportunity to explore contemporary ap-
proaches to educational leadership and gain first-hand experience
in Singaporean schools, observing successful practices and inno-
vative strategies in action (National Institute of Education, 2015).
• Management and Leadership in Schools (mls). Training for current
school leaders, with an emphasis on management and instruc-
tional leadership.

Australia: Australian Professional Standard for Principals
In Australia, the Australian Professional Standard for Principals pro-
vides a framework for the continuous improvement of school leader-
ship, focusing on pedagogical management, the professional develop-
ment of principals, and fostering a culture of ongoing enhancement.
This framework emphasizes the autonomy of principals in managing
their schools while adhering to clear professional standards aimed at
improving student learning outcomes (aitsl, 2020).
Research has shown that effective school leadership directly impacts
teaching quality and student performance (Leithwood et al., 2008). In
this regard, Fullan (2020) argues that educational leaders must act as

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