Page 74 - Educational Leadership in a Changing World

Carolina Marlen Luna Perez and Jennifer Ana Domínguez Rodríguez

Table 3.3 Continued from the previous page
Dimensions Chile Canada Singapore Australia
Professional Emphasizes Stresses the Highlights com- Promotes the
Develop- ongoing train- importance prehensive continuous pro-
ment ing and profes- of staff train- leader training, fessional de-
sional develop- ing and profes- with an empha- velopment of
ment of teach- sional develop- sis on continu- school leaders
ing staff. ment, including ous professional as a key driver
principals and development. for educational
teachers. improvement.
Change Addresses the Emphasizes Highlights man- Establishes that
Manage- need to manage leading change aging educa- leaders should
ment organizational through col- tional change in be agents of
and pedagog- laboration and response to so- change, promot-
ical change by adapting to cietal shifts and ing innovation
adapting to stu- evolving de- changes in the and continuous
dent needs. mands. educational en- improvement
vironment. within schools.
School Emphasizes ac- Promotes Stresses the im- Encourages col-
Commu- tive participa- strong connec- portance of col- laborative work
nity Devel- tion from the tions with the laboration with with the educa-
opment educational school commu- the school com- tional commu-
community, in- nity and par- munity to fos- nity, parents,
cluding parents ents. ter a supportive and other stake-
and the broader learning envi- holders to im-
community. ronment. prove the school
climate.
Evaluation Incorporates in- Promotes self- Emphasizes on- Includes contin-
and Re- ternal evalua- assessment and going evalua- uous reflection
flection tion and reflec- evaluation of tion of leader- on leadership
on Perfor- tion practices to school leaders’ ship and the im- practices to en-
mance improve leader- performance. pact of school sure consistent
ship. leaders. school perfor-
mance improve-
ment.
notes Author’s own elaboration.

and Australia, aiming to understand how these countries have struc-
tured school leadership to contribute to the improvement of educa-
tional quality. As stated in the introduction, educational leadership has
a significant impact on student learning outcomes and school manage-
ment (Hallinger & Heck, 1998; Leithwood et al., 2008). In this regard,
the regulatory frameworks implemented in each country seek not only
to strengthen school management but also to professionalize leader-

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