Publication:
Leadership: Instructional

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dc.contributor.authorP. Hallingeren_US
dc.contributor.authorK. Leithwooden_US
dc.contributor.authorR. H. Hecken_US
dc.contributor.otherMahidol Universityen_US
dc.contributor.otherUniversity of Torontoen_US
dc.contributor.otherUniversity of Hawaii at Manoaen_US
dc.date.accessioned2018-09-24T08:58:41Z
dc.date.available2018-09-24T08:58:41Z
dc.date.issued2010-12-01en_US
dc.description.abstractIn this article we tie together evidence drawn from several extensive reviews of the educational leadership literature that included instructional leadership as a key construct (Hallinger, 2001, 2003; Hallinger and Heck, 1996a, 1996b; Southworth, 2002). This article defines the characteristics underlying this approach to school leadership based upon conceptual developments and empirical investigation. We discuss instructional leadership as it has evolved, elaborate on the predominant model in use for studying instructional leadership, and report empirical evidence about its effects. Finally, we reflect on the relationship between this model and the evolving educational context in which it is exercised and how this is reshaping our perspective on instructional leadership. © 2010 Elsevier Ltd. All rights reserved.en_US
dc.identifier.citationInternational Encyclopedia of Education. (2010), 18-25en_US
dc.identifier.doi10.1016/B978-0-08-044894-7.00443-7en_US
dc.identifier.other2-s2.0-84884444557en_US
dc.identifier.urihttps://repository.li.mahidol.ac.th/handle/20.500.14594/29048
dc.rightsMahidol Universityen_US
dc.rights.holderSCOPUSen_US
dc.source.urihttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=84884444557&origin=inwarden_US
dc.subjectEconomics, Econometrics and Financeen_US
dc.titleLeadership: Instructionalen_US
dc.typeChapteren_US
dspace.entity.typePublication
mu.datasource.scopushttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=84884444557&origin=inwarden_US

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