Page 73 - Educational Leadership in a Changing World

School Leadership and Educational Quality

Table 3.2 Continued from the previous page
Axis Chile Canada Singapore Australia
Public Ad- Alignment with Linked to Direct insertion Clear standards
ministra- national pub- provincial and of educational aligned with na-
tion in Ed- lic policies for federal policies, policies aimed tional education
ucation educational im- focusing on in- at continuous quality policies
provement. Pro- clusion and edu- improvement and principals’
motion of eq- cational equity. and educational responsibility.
uity in access to quality.
education.
Regulatory The mbdle es- The olf guides The lep pro- The aps defines
Frame- tablishes stan- the develop- vides guidelines key competen-
works dards and crite- ment of leader- for the train- cies and prac-
for Edu- ria for evaluat- ship practices ing and devel- tices for school
cational ing and training effectively. opment of edu- leaders.
Leadership school leaders. cational leaders.

Table 3.3 Dimensions of School Leadership in the Programmes of Each Country
Dimensions Chile Canada Singapore Australia
Pedagogical Emphasizes ef- Promotes a col- Highlights the Focuses on the
Leadership fective peda- laborative ap- importance of capacity of prin-
gogical manage- proach to ped- pedagogical cipals to im-
ment, ensuring agogical leader- leadership in prove pedagog-
that leadership ship to improve improving ed- ical processes
is focused on learning. ucational out- and school per-
the quality of comes. formance.
teaching.
Resource Focuses on the Highlights the Emphasizes ef- Establishes
Manage- efficient allo- management ficient resource clear guidelines
ment cation of re- of human and management for managing
sources to sup- material re- in schools, en- resources, en-
port teaching sources to opti- suring students suring they con-
and learning. mize school per- have access to tribute to on-
formance. what they need. going improve-
ment.
Continued on the next page

leadership approaches and practices in Chile, Canada (Ontario), Singa-
pore,and Australia, to facilitate avisualcomparison.

Conclusions
This study has focused on a comparative review of the regulatory frame-
works for educational leadership in Chile, Ontario (Canada), Singapore,

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