Cognitive perspectives have the potential to make three central contributions to the study and practice of school leadership: to redefine the meaning of effective leadership; to change our understanding of the knowledge base required to exercise effective leadership; and to reform the means for developing effective school leadership. This paper describes the nature of each of these contributions and the present status of efforts to progress with each.
CITATION STYLE
Leithwood, K. (1995). Cognitive Perspectives on School Leadership. Journal of School Leadership, 5(2), 115–135. https://doi.org/10.1177/105268469500500201
Mendeley helps you to discover research relevant for your work.