ABSTRACT
Chapter 2 describes a range of educational leadership theories and models. The chapter begins with the concept of ‘multiple situated leaderships’, since learning leadership can be facilitated and can grow Discussion then focuses on the results of recent research on leadership in the sector which propose that the transformational and distributed styles tend to be more useful for education. Exploring these models, we consider the paradox of ordinariness, and the need for a new kind of conception of a ‘connected transformational leadership field’ existing between ordinary leaders currently operating to high standards in PCE as unrecognised leaders, and those in positional management power, The importance of values-based and integral perspectives in the work of the interviewees is discussed, in contrast with values-bypassed, ethically problematic leadership, as is the role of great groups’ in an era of post-heroic questioning. A number of models of leadership are then outlined, including ‘trait’, ‘behavioural’, ‘situ-ational’, ‘transformational’, ‘transactional’ and charismatic’ leadership. The ‘transformational’ model is discussed as the model of most likely benefit to the sector. The question of ‘authenticity’ in transformational leadership is considered, and the ethical dimensions and weaknesses of charismatic leadership are explored. A discussion of non-leadership’ and laissez-faire leadership’ is followed by a consideration of ‘distributed’ and ‘shared’ leadership models. The next chapter is then introduced.
