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)
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Indeed as noted by recent contributors (Hammersely-Fletcher, 2008; Yamamato, Gardiner and Tenuto, 2014; Stein, 2014) note that educational models are drawing from business models and similar structures are in place in each of these fields of study. This has caused some overlap and joining of thoughts across these disciplines. Stein expounds the point that in America the roles and responsibilities of school teachers have evolved dramatically since their inception, the UK is similar in this assertion. Further to this assertion, Stein demonstrates that the education profession requires a ‘re-evaluation’, especially since, for him; the teacher-leader phenomenon is a relatively recent concept. Similarly whilst Smith and Malcolm consider the balance and tension of leadership within medicine a similar idea is drawn from Hammersely-Fletcher who notes ‘an uneasy tension’, between the styles and forms of different leadership styles. Furthermore, Lumby, Crow and Pashiardis(2008) consider ‘leadership’ to be ‘highly problematic’ (pp.11). It is here that the education system has perhaps misaligned itself, being too concerned with principals and leadership styles than the heart of educational leadership, indeed Scott and McNeish (2013)publishing their findings on behalf of the UK government concur that leadership should influence teaching and learning and ultimately the progress of pupils in a special school context. Of course this applies to all school contexts, noting that leadership in education is second only to classroom teaching as a factor for continued educational attainment by pupils. Therefore without this focus, there is required a re-imagining in a vastly undiscovered and marginalised area, within education at least. Furthermore the new focus in all disciplines seems to add a ‘spiritual’ element
Indeed as noted by recent contributors (Hammersely-Fletcher, 2008; Yamamato, Gardiner and Tenuto, 2014; Stein, 2014) note that educational models are drawing from business models and similar structures are in place in each of these fields of study. This has caused some overlap and joining of thoughts across these disciplines. Stein expounds the point that in America the roles and responsibilities of school teachers have evolved dramatically since their inception, the UK is similar in this assertion. Further to this assertion, Stein demonstrates that the education profession requires a ‘re-evaluation’, especially since, for him; the teacher-leader phenomenon is a relatively recent concept. Similarly whilst Smith and Malcolm consider the balance and tension of leadership within medicine a similar idea is drawn from Hammersely-Fletcher who notes ‘an uneasy tension’, between the styles and forms of different leadership styles. Furthermore, Lumby, Crow and Pashiardis(2008) consider ‘leadership’ to be ‘highly problematic’ (pp.11). It is here that the education system has perhaps misaligned itself, being too concerned with principals and leadership styles than the heart of educational leadership, indeed Scott and McNeish (2013)publishing their findings on behalf of the UK government concur that leadership should influence teaching and learning and ultimately the progress of pupils in a special school context. Of course this applies to all school contexts, noting that leadership in education is second only to classroom teaching as a factor for continued educational attainment by pupils. Therefore without this focus, there is required a re-imagining in a vastly undiscovered and marginalised area, within education at least. Furthermore the new focus in all disciplines seems to add a ‘spiritual’ element