Page 9 - Educational Leadership in a Changing World

Preface

Chapter 4,authored by MonikaŠimkut˙ e-Bukant˙ e and Vilma Žy-
dži¯ unait˙ e, presents a systematic literature review on the link between
leadership styles and teacher professional well-being. Synthesising a
wide range of studies, they demonstrate how leadership practices sig-
nificantly affect teacher motivation, stress, job satisfaction, and emo-
tional resilience. Their chapter makes a compelling case for leadership
that prioritises the well-being of educators as a strategic investment in
school effectiveness.
Chapter 5, authored by Martina Kovačič and Anita Trnavčević, ex-
plores the nuanced interplay between principalship, leadership, and
management. Drawing from empirical evidence and theoretical reflec-
tion, the authors challenge the tendency to treat these roles inter-
changeably. Instead, they advocate for a more differentiated under-
standing of leadership that acknowledges the multiple identities and
expectations school leaders must navigate daily.
This book is concluded with Chapter 6, where the editors, Anita Tr-
navčević and Antonios Kafa, provide a look forward and a reflective syn-
thesis of the insights and pathways that emerge across the chapters.
They argue for a leadership paradigm that is not focused only on strate-
gic questions and accountability but is also deeply ethical, relational,
and inclusive. Their concluding discussion invites readers to reimagine
educational leadership as a collaborative and transformative practice
anchored in care, justice, and context-sensitive responsiveness.
Authors come from different contexts and provide insights into lead-
ership challenges, contextual elements, quality issues, professional
well-being, and the leadership aspects of management and principal-
ship.
This book can be of great interest to: (1) scholars worldwide who are
interested in the topic of educational leadership; (2) educational poli-
cymakers, Ministries of Education, and professional development con-
tributors; and (3) to students and graduates who immerse themselves
to rethinking leadership for a more just and sustainable educational fu-
ture. We acknowledge the work of scholars and practitioners working in
the field of educational leadership. We hope this book will also trigger
their attention and open the space for further discussions.
Finally, we extend our heartfelt thanks to all the contributors for
their outstanding collaboration and the richness of their chapters,
which have greatly enhanced the depth and diversity of this volume.
Their insights and dedication have been instrumental in shaping a

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