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dc.contributor.authorHarris, Alma
dc.contributor.authorDay, Christopher
dc.contributor.authorHadfield, Mark
dc.date.accessioned2008-05-15T10:02:36Z
dc.date.available2008-05-15T10:02:36Z
dc.date.issued2003
dc.identifier.citationTeachers and Teaching Theory and Practice, 9(1): 67-77
dc.identifier.issn13540602
dc.identifier.issn14701278
dc.identifier.doi10.1080/1354060032000049913
dc.identifier.urihttp://hdl.handle.net/2436/26174
dc.description.abstractThis paper considers teachers' perspectives on effective school leadership. It draws upon the findings from a study of effective leadership conducted by a research team from the University of Nottingham [1]. This research study considered effective leadership from the perspectives of different stakeholders within the English schooling system. This provided an opportunity to analyse leadership in a holistic way and to consider leadership from a variety of different perspectives.
dc.language.isoen
dc.publisherRoutledge
dc.relation.urlhttp://www.informaworld.com/smpp/content?content=10.1080/1354060032000049913
dc.subjectEffectiveness
dc.subjectSchools
dc.subjectTeachers
dc.subjectTeacher education
dc.subjectLeadership
dc.titleTeachers' perspectives on effective school leadership
dc.typeJournal article
dc.identifier.journalTeachers and Teaching Theory and Practice
html.description.abstractThis paper considers teachers' perspectives on effective school leadership. It draws upon the findings from a study of effective leadership conducted by a research team from the University of Nottingham [1]. This research study considered effective leadership from the perspectives of different stakeholders within the English schooling system. This provided an opportunity to analyse leadership in a holistic way and to consider leadership from a variety of different perspectives.


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