ABSTRACT
This chapter offers some steps towards a practical answer, drawing upon research undertaken in the UK. In any hierarchical organisation charged with delivering a range of policy requirements, leadership, of whatever form, is a fundamental structural feature. The teacher emancipation project work began when a local authority made contact with Linda as an expert in Educational Leadership and Management with a request that she deliver 60 credits of an MSc in Educational Leadership and Management off-site situated in one of their schools with teaching input coming from three senior leaders from both the host school and their local secondary school. In 2018, medium-sized Multi-Academy Trust secondary head teacher Jess summed up the attitudes of the majority of those interviewed at that point, where views were expressed about a need for social justice, personal integrity and holding a moral and conscience-driven viewpoint. Rethinking the work of the teacher and head teacher as leader is critical to bringing real transformation.
