Leadership for learning: What we have learned from 30 years of empirical research

Philip HALLINGER

Research output: Contribution to conferencePaper

Abstract

This paper presents a research-based model of leadership for learning. It offers the argument that the field has made substantial progress over the past 30 years in identifying ways in which leadership contributes to learning and school improvement. Six specific approaches that principals must attend to in leading for learning are presented: values and beliefs, vision and goals, leadership focus, capacity building, contexts for leadership, sharing leadership. Evidence is employed from several recent empirical studies to support this premise. While the author argues that progress has been made, limitations especially with respect to linking leadership practice to different contexts are noted. Copyright © 2010 The Author.
Original languageEnglish
Publication statusPublished - Mar 2010

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empirical research
leadership
learning
school
evidence
Values

Citation

Hallinger, P. (2010, March). Leadership for learning: What we have learned from 30 years of empirical research. Paper presented at the Hong Kong School Principals' Conference 2010: Riding the Tide, The Hong Kong Institute of Education, China.