Leadership of Teaching and Learning

Abstract

This chapter introduces the research investigating how forms of teaching leadership are related to variation in the way teachers approach their teaching. The results show that there are direct empirical links between teachers’ experiences of leadership and the academic context, their approaches to teaching and their students’ experiences of teaching and learning, all in the context of the teaching-learning model described in the first chapter. The nature of leadership of teaching and learning that is aimed at supporting higher quality teaching and students’ engagement with their subject matter in a deeper way is discussed. The chapter con- cludes with an articulation of principles of practice for both teachers and formal leaders of teaching.