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School Improvement Through Strong Leadership

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Abstract

According to the OECD Teaching and Learning International Survey (TALIS), principals, on average, report frequently engaging in a number of activities that are consistent with instructional leadership. However, this is not the case in every country and large proportions of them report that their training did not include any instructional leadership training or course. Although continuous professional development could help fill those gaps, many school leaders report a number of obstacles preventing them from taking part in such learning, including a lack of support and opportunities, and personal and professional obstacles.

Suggested Citation

  • Oecd, 2014. "School Improvement Through Strong Leadership," Teaching in Focus 7, OECD Publishing.
    • Handle: RePEc:oec:eduaah:7-en
    DOI: 10.1787/5jxv7lg2wpr7-en
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    Cited by:

    1. Rajan, Bharath & Salunkhe, Uday & Kumar, V., 2023. "Understanding customer engagement in family firms: A conceptual framework," Journal of Business Research, Elsevier, vol. 154(C).
    2. Anciaes, Paulo & Jones, Peter, 2020. "Transport policy for liveability – Valuing the impacts on movement, place, and society," Transportation Research Part A: Policy and Practice, Elsevier, vol. 132(C), pages 157-173.
    3. Crisan Lucian Ciprian, 2014. "U.S. Navy Seals - A Role model for the modern leadership," Proceedings of International Academic Conferences 0902784, International Institute of Social and Economic Sciences.
    4. Eric Tate & Aaron Strong & Travis Kraus & Haoyi Xiong, 2016. "Flood recovery and property acquisition in Cedar Rapids, Iowa," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 80(3), pages 2055-2079, February.

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