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This book explores the latest trends in school leadership from both theoretical and practical perspectives. Each chapter provides insight into an aspect of current research, with detailed case studies coming from as far afield as Hong Kong and Canada.

Alma Harris The ?eld of school leadership is currently preoccupied with the idea of distributed leadership. Whatever your position on distributed leadership, and you cannot fail to have one, it is irrefutable that distributed leadership has become the leadership idea of the moment.

This pioneering account of a longitudinal study of successful school principals in five nations over five years will be required reading for educationalists. It contains fresh insights that take our understanding of effective school leadership to a new level.

This unique collation of material on data-driven decisions made in schools includes contributions from several countries to provide an informed perspective on effective policy and practice, and includes analysis of the interplay between the two.

This book provides a unique map of the focus and directions of contemporary research on school leadership since 2000 in 24 countries.

It invites the reader to engage with two related questions of contemporary concern in the leadership field: "What can we learn about the important influence of different contexts on leadership practice and how are people brought together as collective human agents in different patterns of distributive leadership?"

While considerable evidence indicates that school leaders are able to make important contributions to the success of their students, much less is known about how such contributions are made.

This book addresses the critical gaps among understandings of teacher leadership across organizational and cultural contexts. It challenges the use of the term teacher leadership as if there is a widely shared understanding of what it is and what it means for exercising influence and making decisions. The book describes how implicit meanings and competing assumptions about teacher leadership may contribute to uncertainty and confusion in school communities. The authors caution against the incorporation of teacher leadership in international policy making discussions without adequate consideration of contextual, organizational, historical, and cultural differences that may lead to school community members struggling to accommodate the concept or, worse, ignoring other frameworks for facilitating more culturally appropriate decision making.This book shares the findings of research conducted in several North American, European, African, Latin-American, and Australasian contexts as part of the International Study of Teacher Leadership. Study findings are used to posit contextualized conceptualizations of teacher leadership and to offer a perspective for positioning researchers and practitioners in the international teacher leadership discourse.