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All for One and One for All? Leadership Approaches in Complementary Schools

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Title: All for One and One for All? Leadership Approaches in Complementary Schools
Language: English
Authors: Arthur, Linet (ORCID 0000-0001-7125-6781), Souza, Ana
Source: Educational Management Administration & Leadership. Jan 2023 51(1):245-263.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Leadership Styles, Institutional Characteristics, Leadership Qualities, Instructional Leadership, Immigrants, Cultural Maintenance, Language Maintenance, Transformational Leadership, Participative Decision Making, Cooperation, Weekend Programs, After School Programs
Geographic Terms: Brazil, United Kingdom
DOI: 10.1177/1741143220971285
ISSN: 1741-1432
1741-1440
Abstract: This article explores the nature of leadership in Brazilian complementary schools in the UK. Such schools are typically parent-driven, voluntary and financially vulnerable. Using data from a questionnaire survey (n=14; more than three-quarters of Brazilian complementary schools) and three in-depth case studies, leadership is examined in relation to five established approaches: directive, instructional, transformational, distributed and collaborative. The study found that the size of the school and the personality of the leader appeared to influence the type of leadership adopted. In terms of effectiveness, a combination of instructional leadership with an approach that motivated staff and volunteers (whether directive, collaborative or transformational, depending on the school's circumstances) seemed most appropriate to the context of complementary schools. The research illustrates the complexity of school leadership and the overlap between different models. Leadership flexibility was important in responding to the needs of staff, students and parents. The findings are transferable to mainstream schools with contexts similar to those of complementary schools, particularly small primary schools and free schools.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1357071
Database: ERIC
FullText Text:
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  Data: All for One and One for All? Leadership Approaches in Complementary Schools
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  Data: <searchLink fieldCode="AR" term="%22Arthur%2C+Linet%22">Arthur, Linet</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7125-6781">0000-0001-7125-6781</externalLink>)<br /><searchLink fieldCode="AR" term="%22Souza%2C+Ana%22">Souza, Ana</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Management+Administration+%26+Leadership%22"><i>Educational Management Administration & Leadership</i></searchLink>. Jan 2023 51(1):245-263.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Qualities%22">Leadership Qualities</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Maintenance%22">Cultural Maintenance</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Maintenance%22">Language Maintenance</searchLink><br /><searchLink fieldCode="DE" term="%22Transformational+Leadership%22">Transformational Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Weekend+Programs%22">Weekend Programs</searchLink><br /><searchLink fieldCode="DE" term="%22After+School+Programs%22">After School Programs</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 10.1177/1741143220971285
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  Data: 1741-1432<br />1741-1440
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  Label: Abstract
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  Data: This article explores the nature of leadership in Brazilian complementary schools in the UK. Such schools are typically parent-driven, voluntary and financially vulnerable. Using data from a questionnaire survey (n=14; more than three-quarters of Brazilian complementary schools) and three in-depth case studies, leadership is examined in relation to five established approaches: directive, instructional, transformational, distributed and collaborative. The study found that the size of the school and the personality of the leader appeared to influence the type of leadership adopted. In terms of effectiveness, a combination of instructional leadership with an approach that motivated staff and volunteers (whether directive, collaborative or transformational, depending on the school's circumstances) seemed most appropriate to the context of complementary schools. The research illustrates the complexity of school leadership and the overlap between different models. Leadership flexibility was important in responding to the needs of staff, students and parents. The findings are transferable to mainstream schools with contexts similar to those of complementary schools, particularly small primary schools and free schools.
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  Data: 2022
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  Data: EJ1357071
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        Value: 10.1177/1741143220971285
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      – Text: English
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        PageCount: 19
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Leadership Styles
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Leadership Qualities
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      – SubjectFull: Immigrants
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      – SubjectFull: Cultural Maintenance
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      – SubjectFull: Language Maintenance
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      – SubjectFull: Transformational Leadership
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      – SubjectFull: Participative Decision Making
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      – SubjectFull: Cooperation
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      – SubjectFull: Weekend Programs
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      – SubjectFull: After School Programs
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      – SubjectFull: Brazil
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      – SubjectFull: United Kingdom
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      – TitleFull: All for One and One for All? Leadership Approaches in Complementary Schools
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