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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 1741-1432 1741-1440 |
| DOI: | 10.1177/1741143220971285 |
