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Contextually Intelligent Leadership for Improving Schools Across Different Contexts and Regions

Contextually Intelligent Leadership for Improving Schools Across Different Contexts and Regions
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Author(s): Ramodikoe Nylon Marishane (University of Pretoria, South Africa) and Sharon Thabo Mampane (University of South Africa, South Africa)
Copyright: 2019
Pages: 16
Source title: Predictive Models for School Leadership and Practices
Source Author(s)/Editor(s): Ismail Hussein Amzat (International Islamic University Malaysia, Malaysia)
DOI: 10.4018/978-1-5225-5858-3.ch003

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Abstract

One of the main challenges facing school principals in many parts of the world today is how to create a meaningful balance between accountability and innovation. This challenge is rooted in the existing tension between managerialism and leadership theory prevailing across contexts and regions. It is manifested by two competing contextual demands put on school principals, namely, the demand for accountability for outcomes (expressed, among others, through standards-based accountability policies) on the one hand, and the demand for innovation and creativity current leadership theories postulate in view of the context of change schools are operating in. Based on the review of the literature, this chapter presents the tension between school leadership and management and how this manifests itself in both theory and practice. The chapter examines the potential for reducing the tension through contextual intelligence and concludes by outlining possible strategies to narrow the gap between the two and resolve the challenge.

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