Description

This landmark book translates positive and asset-based understandings of organizations to develop a powerful model of school leadership that is grounded in both existing research and the complexities of life in schools. The authors—both senior scholars in educational leadership—apply insights from positive psychology to the role and function of educational leaders. The Positive School Leadership (PSL) model draws on the strengths of relationships among staff and the broader school community to communicate and instill shared values and a common mission. This book builds a compelling case for creating a more inclusive, less “mechanistic” approach to leadership. Designed to engage both the hearts and minds of readers, the text is organized around reflective questioning of educational practice and current assumptions about the purposes and goals of leadership in schools.

Positive School Leadership: Building Capacity and Strengthening Relationships

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Paperback / softback by Joseph F. Murphy , Karen Seashore Louis

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This landmark book translates positive and asset-based understandings of organizations to develop a powerful model of school leadership that is... Read more

    Publisher: Teachers' College Press
    Publication Date: 30/06/2018
    ISBN13: 9780807759035, 978-0807759035
    ISBN10: 0807759031

    Number of Pages: 216

    Non Fiction , Politics, Philosophy & Society

    Description

    This landmark book translates positive and asset-based understandings of organizations to develop a powerful model of school leadership that is grounded in both existing research and the complexities of life in schools. The authors—both senior scholars in educational leadership—apply insights from positive psychology to the role and function of educational leaders. The Positive School Leadership (PSL) model draws on the strengths of relationships among staff and the broader school community to communicate and instill shared values and a common mission. This book builds a compelling case for creating a more inclusive, less “mechanistic” approach to leadership. Designed to engage both the hearts and minds of readers, the text is organized around reflective questioning of educational practice and current assumptions about the purposes and goals of leadership in schools.

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