An Informal Leadership Capacity By Liljenberg 's Own Admission

919 Words Sep 17th, 2016 4 Pages
Liljenberg (2016) identifies major advantages in subject specialism, notably mathematics in a Swedish context. They argue that the role of subject specialists can be vital in building a more collective and collaborative culture where there are individual strengths and challenges. There is more research required here as they demonstrate. Furthermore this is one Swedish study-they note the lack of research outside the UK context, yet even within it, there has yet to be much research considered in an informal leadership capacity by Liljenberg’s own admission. Likewise for Starratt (2011) the ‘drama of school is a metaphor for life.’( pp. 5) and this metaphor requires exploration, not only in the secondary context but as Scott and McNeish (2013) direct us into a special school context too. This also requires depth into school improvement rather that description of leadership styles (Heck, 2009), this school improvement needs to be driven from the subjects and the specialists themselves (Lochmiller and Acker-Hocevar,2016) as ‘continuous school improvement’ continues to be ‘elusive’ (Liljenberg, 2016).

Literature Review;
As described above, the host of leadership resources and academic research is vast; indeed a recent article (Klaus and Fernando, 2016) from a business perspective demonstrates that within the growing and expanding field of ‘leadership’ a growing perspective on ‘spiritual leadership’ is emerging in ‘education, healthcare, psychology and management’ disciplines.…

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