Table of contents
Between theory and experience: The dia‐logical nature of managerial knowledge – implications for the preparation of education leaders
Heinz‐Dieter MeyerArgues for the need to conceive managerial and administrative knowledge as dia‐logical (as opposed to technical) knowledge and explores the implications for the preparation of…
Towards a comprehensive conceptual framework for understanding principals’ personal‐professional growth
Avi Assor, Izhar OplatkaThis paper presents a comprehensive conception of principals’ growth that is based on four psychological perspectives: humanistic fulfilment/actualisation, psycho‐dynamic…
The influence of principals’ values on their perception and management of school problems
Louise Y.S. Law, Allan Walker, Clive DimmockThis paper describes a grounded theory that emerged from a study of Hong Kong Protestant secondary school principals’ values and their impact on principals’ perceptions and…
Cause maps and school leaders’ tacit knowledge
Hartger Wassink, Peter Sleegers, Jeroen ImantsThe complexity of the work of school leaders has intensified in recent years. The basic assumption underlying this article is that school leaders should develop a coherent vision…
School‐based management and the role conflict of the school superintendent
Adam E. Nir, Ori EyalAlthough superintendency has long been considered a high‐conflict role, little is known about the way decentralization initiatives are perceived by superintendents and how they…
ISSN:
0957-8234e-ISSN:
1758-7395ISSN-L:
0957-8234Online date, start – end:
1963Copyright Holder:
Emerald Publishing LimitedOpen Access:
hybridEditors:
- Professor Chen Schechter
- Professor Jayson W. Richardson