ABSTRACT
Schratz (2006, p. 41), with specific reference to Austrian schools, asserts that the terms leading and learning belong in different domains of pedagogical discourse and are associated with different protagonists in the process of education. In other words, it is deemed that school leaders should lead, teachers should teach and learners should learn. Schratz’s observation, of course, is not confined to the Austrian context and highlights that traditionally the connections between leadership and learning have tended to be unacknowledged by schools. Nevertheless, one of the main motifs to have emerged from the previous chapters of this book is captured in the notion of the mutually supporting nature of leadership and learning. In this regard, West-Burnham and O’Sullivan (1998, p. 184) describe the relationship between leadership and learning as symbiotic in the sense that “one is not possible without the other and the success of one is determined by the extent to which the other is available”.
