ABSTRACT
Leadership is a significant focus in educational policy largely because it is perceived as being critical in the enhancement of the culture and ethos of a school and, as a consequence, the wellbeing and learning of pupils. Based on the research literature, Leithwood et al. (2008, p. 27) make seven claims about school leadership, the first claim being that ‘school leadership is second only to classroom teaching as an influence on pupil learning’. This is not a direct influence on pupil learning but one which is mediated through the organisation and culture of a school and through teacher behaviour and classroom practice. Day et al. (2016) propose that a combination of leadership approaches is important in bringing about improvement in pupil learning experiences and outcomes. Thus, ‘instructional leadership’ is focused more specifically on improving the quality of the learning experiences of pupils while ‘transformational leadership’ is focused on building engagement across a school community to bring about change – winning of ‘hearts and minds’. In the area of wellbeing, school leaders have two broad areas of concern and so exercise both forms of leadership. First, school leaders have to exercise pedagogic leadership through leading and enhancing the curriculum and providing professional learning opportunities for teachers to ensure that the quality of curriculum provision enables pupils to develop their understandings, skills and attitudes in this area. Second, school leaders have to exercise transformational leadership to build and sustain a school community in order that the culture of the school promotes the wellbeing of all.
