ABSTRACT
There is a great deal of contemporary interest in schools in challenging contexts. However there are relatively few research studies that have focused exclusively upon effective leadership practices in such schools. In these schools, is democratic leadership appropriate, or is an autocratic style a more pragmatic solution? Is this what effectiveness and improvement require? Is it a question, as Jorunn Møller argues in Chapter 7, of ‘power over’ as against ‘power with’?
