MA in Leadership Teaching and Values in Education

Assignament Tutor : Dr. Karen Edge

Module : Leading and Managing Educational Change and

Improvement

Essay : The Theoretical and Practical Perspectives of the

Managment Plan

Andréa de Souza

Institute of Education

University of london

July 2006

1
Introduction

The case study for this essay is the School Management Planning (SMP), a document

introduced in Brazilian schools by the time of the implementation of the new

educational law and curriculum in 1996 that predicted decentralization. This document

defines the school goals regarding to the pedagogical and political works to be

developed during the school year. It is supposed to be the result of collective wishes, in

particular, the teachers’ wishes regarding their pedagogical work. It is also a means to

guarantee schools autonomy to establish their educational goals and to define how these

goals are going to be reached.

Throughout this paper, I will be discussing the School Management Planning that exists

in Brazilian schools, and I will attempt to identify how it is being used or not by the

school community. The main argument is that the existence of the document does not

guarantee its use. The majority of people who belong to the school community

(teachers, pupils and parents), in particular, the new comers are not familiar with the

school management plan, because it seems to be only part of the bureaucracy;

consequently, they fail to work accordingly. A description of the management plan will

be offered to clarify what it is and what it represents in school. Then, show how I

understand leadership has been played in my school.

2
Policy

The reform in Brazilian schools occurred after the 1988 Brazilian Constitution was

promulgated. The constitution established that the reform was necessary for the

demands of the democratic country that had been under the military power for about 20

year. With the new laws, there were changes in the curriculum and in the school

structure. More responsibility and decision making over the school administration were

transferred to the school management team (principal, vice principal and head teacher).

The new Law of Guidelines and Basis for National Education, Law 9394 (Lei de

Diretrizes e Bases da Educacão Nacional – LDB) was approved in the end of 1996. The

argument for the changes was to have a different teaching approach to improve the

literacy and numeracy of pupils, reduce repetition and dropouts.

The concept of the word curriculum adopted for the new educational plan is not the

same used in the past. Historically, the word curriculum meant the content of each

subject to be taught in the different courses of the formal education. For the current

legislation, “curriculum means the principles and goals of the educational project”

(PCN, 1998, p. 49). In addition to these changes in the curriculum, more people from

different segments of the society were expected to become agents in the process of

constructing the political and pedagogical plan of the school. Their participation could

promote better educational quality for the pupils.

The law establishes the schools having more autonomy to write their own School

Management Planning that is the political and pedagogical plan of the school (Plano de

Gestão Escolar). This document is an instrument that can help teachers to improve their

practices and help the other participants to learn more about the school problems and

3
help them find solutions. This autonomy to write the SMP presupposes the participation

of the members of the school and local communities, as well as the School Council and

similar (Law of Guidelines and Basis for National Education, Law 9394, art. 14) in the

process of decision-making. The law guarantees the schools pedagogical, administrative

and financial management since they follow the public general rules and interest (art.

15).

Although the concept of changing the educational policies started with the 1988

constitution, people engaged in the educational system are still attempting to put into

practice the statements of the law. The discussion and decisions happened at the level of

policy makers. The law was approved in the end of 1996, and had to become practice in

the beginning of the following school year, February 1997. The management team, the

principal and the vice-principal, was responsible for informing the changes to the school

community. The management team had insufficient time to become familiar with the

new policies and had to make changes in the structure of the school immediately.

Amongst the changes, the position of the head teacher was created.

The School Management Planning (SMP)

The SMP is part of the changes proposed for the Brazilian educational system with the

implementation of The Law of Guidelines and Basis for National Education, Law

9394/96 (Lei de Diretrizes e Bases da Educação Nacional – LDB). Officially, the plan

must be the result of a planning process that requires discussion and collective effort to

promote the development of the pupils in becoming full citizens. It is a resource to

establish the aims for that particular school unity and the means by which the goals of

4
the National Plan of Education will be reached. It is the picture of the local community

in the national context and its content has to fulfil the demands of each school unity.

The language used to define the School Management Planning, its characteristics and

content is not the same in all parts of the Brazilian territory. Some secretariat of

education, at the state level or at the municipal administration can demand a new school

planning every year. The municipal and state secretariats of education may have

different ways of supervising the schools. For this reason, the Secretariat of Education

of the State of São Paulo requests a new management plan from state schools every four

years. For the private schools, the state demands a School Planning valid for only one

year. It is the same for the Municipal Secretariats that supervises the first four years of

the primary school.

The School Management Planning content and its participants

The SMP outlines the schoolwork proposal highlighting its problems and presenting

possible solutions. In the plan, there are the teaching and learning goals, the way the

school is organized: the staff, structure, property, pupil’s support and financial

administration. In addition, the management plan establishes when and what methods

are going to be used to reach the goals. The strategies, the actions, the steps and the

available resources to reach the goals are also described in the document.

This document is the result of an analysis of the situation of the school unity. The

management team lead this analysis. Teachers, staff, support board members, parents

and the School Council members have to be informed about the situation of the school

5
unity in terms of pupils’ achievement, as well as, concerning to the relations between all

the people involved in the educational process of that particular school unity.

Through the new educational policies and following the contemporary tendencies of the

world that sees schools “contextualized in relation to their external environment,”

(Coleman and Early, 2005) the educational system has given schools more autonomy to

organize themselves administratively and pedagogically according to the local

community. The starting point is establishing a group of people to work together during

and after of the time of the planning and writing the school management planning.

These people are the management team (principal, vice principal and head teacher) and

the representatives of the different segments of the school community, the School

Council.

The participants in the process of planning are mainly the teachers with the guidance

and the supervision of the management team. Different segments of the school

community can participate direct or indirectly during the process of planning. The

procedures to write the plan follow the patterns established by the Regional

Administrative Department (Delegacia Regional de Ensino) that is responsible for

supervising the local schools. The School Council a decisive role in relation to the plan

and the administrative decisions. The members of the council represent the schools

community and are responsible for the approbation of the plan and other procedures in

the school unity.

The School Council is composed by 40% of teachers, 25% of parents, 25% of pupils,

5% of the support staff and 5% of specialists (usually the vice-principal). The number of

6
participants in the council can vary according to the number of groups of students. The

higher the number of pupil groups in the school, the higher the number of teachers

taking part in the council, and so on. The School Council is responsible for analyzing

and approving the Management Planning at the school level. After this step, the plan is

sent to the Regional Administrative Department that represents the state and is ratified

by the supervisor and the head of the department.

The structure of the School Management Planning (SMP)

The SMP intends to organize the predicted actions for the school year. It registers the

decisions resulted from the school planning and executes procedures which are foreseen

in the school regiment and in the pedagogical proposal. Because of this, every school

has its own plan, which is supposed to be flexible for adjustments during the school

year. The pedagogical proposal is a synthesis of the principles and priorities for the

development of the pupils’ learning. It is supposed to be developed in the school taking

into account the available pedagogical resources. The SMP also contemplates relevant

information to the school and to the supervision system. Details about the school

organization and teaching methods are in the plan.

The management team is responsible for getting an up to date profile of the school

community. The profile has information of the school physical structure, pupils’

characteristics, human and material resources. The human resources are divided in

several groups that consist of the management team (the principal, the vice-principal

and a head teacher for all subjects), subject teachers, the administrative and support

boards. The working plans of these groups of people appear in details in the plan. The

7
community that surrounds the school is also described to facilitate the way the school

will plan its actions

The course and teaching plans have details of the content, methodology, teaching

strategies and evaluation. The teaching plans that every subject teacher elaborates are

based on the pedagogical proposal according to the course plan. It outlines the specific

objectives, a summary of the contents for each grade, timetable for each subject and the

evaluation procedures. Different curriculum projects and all cultural activities to be

developed in the different fields of knowledge, the criteria to be used to evaluate and

control the work done in the different subjects of the teaching and learning process can

also be found in the document. The SMP has the working plans of all the departments

that constitute the administrative organization of the school, a detailed working plan of

the head teacher and a description of how the principal will develop his activities.

Since each school year is different, every year a new appendix is added to the

management planning to up to date the facts and figures. The changes derive from

factors like, an analysis of pupils’ assessments, attendance and dropouts that may

modify the number of groups of pupils, for example. Other times, changes are derived

from external decisions at the level of the Secretariat of Education. Last year, for

example, the addition of extra time for history and geography brought changes in the

schedule for teachers and pupils. The decision was made at the level of the State

Administration after a research made electronically with professionals of these two

subject areas. The SMP represents the ‘picture’ and the identity of the school unity.

8
Leading and Managing Changes

The words leadership and management do not have a distinction in other sites where

they are used. However, according to Fullan (2000) and Coleman (2005b), the concepts

of management and leadership overlap. Fullan (2000) states that both qualities are

required, yet he highlights one difference between them: “leadership is needed for

problems that do not have easy answers” (p.2) and in schools solving problems is never

an easy task, in particular, when it involves changes. They have to do mainly with

people who are from different cultures and have to adhere to different values such as

distributed leadership, teamwork, accountability and empowerment. When referring to

leadership in schools, Fullan (2001) argues that leaders must be guided by moral

purpose, that is, in schools, “act with the intention of making a positive difference in the

lives of students” (p. 13).

Differently from other countries where the School-Based Management (SBM) was

implemented, in practice, the decentralization in Sao Paulo State Schools is very

limited. Although the purpose is the same: “establish the school as the primary unity of

educational change” (Edge, 2000). According to Dourado (2004), the idea for SBM is

“linked to the social function the school must play: exercise the power of decision

making”. The principle of the SBM for the Brazilian educational system is established

in the constitution and was regulated by the Law of Guidelines and Basis for National

Education, Law 9394 (Lei de Diretrizes e Bases da Educacão Nacional – LDB). The

Federal constitution (art. 206) established the SBM in public schools among the seven

necessary principles to minister education. These principles are equality, freedom,

plurality of ideas and pedagogical concepts, charge free, empowered professional and

quality.

9
The proposed changes by the Law 9394 follow the world tendencies and highlight three

aspects: decentralized administration, civil society participation and autonomy. In the

case of Brazilian state schools it is very puzzling, because the autonomy is very

restricted. Although some decisions can be made at the school level, for example what

and how to teach, the actions are controlled and supervised by the Regional

Administrative Department. The “bureaucracy protects the individuals in the

organization from being arbitrarily treated” (Coleman, 2005a, p.57). Due to time

consuming and lack of motivation the bureaucracy that protects also interferes in the

way principals carry out leadership. Some of them are “de-motivated by the

bureaucracy and excessive paper work which they associate with their role and also by

constant change in the education system” (Coleman, 2005, p. 16), in addition, they hold

a lot of power in terms of school administration.

According to Coleman (2005) there are different concepts of leadership that vary at

different times and countries (p.6) In the case of Sao Paulo State schools the definition

is not simpler due to the traditional structure and lack of training to involve others in

working together for changes in the school culture. The principals rely more on

organizing, directing and controlling than on building relationship between what is done

in the school and the outcomes. Fullan (2001) states that “in schools, good things are

enhanced student performance, increased capacity of the teachers, greater involvement

of parents and community members, engagement of students, all-around satisfaction

and enthusiasm about going further, and greater pride for all in the system” (p. 10). .

The involvement of people in the school issues depends on their motivation and

understanding of the new trends of education.

10
The hierarchical organization structure, with the principal at the top, has to change to

get the local and schools communities` participating more in decision making and risk

taking. Analysing the situation of the school unity, it is visible that people want to give

opinions and demand principals` actions. However people are not interested in

assuming risks and consequences. The principals also have to understand their role in

the new context as “instructional leaders” (Fullan, 2001, p. 61). Effective training and

development can help them change the school culture and improve the performance of

the members of the school community to work together.

Case Study

So far I have describe the School Management Planning (SMP) in Sao Paulo State

Schools. I contextualized its introduction in schools and went over some theory about

leading changes. Next, I am going to focus on the case of a school unity where I work

as a teacher. I intend to use may experience to bring some evidence about the

importance of having people involved in the process of implementing changes. The

natural resistance to changes can be reduced, if the members of the school community

get involved with the school work from the beginning. In the school where I work, I

have observed many people trying to maintain the same attitude they had before the

implementation of the new policies, i.e., they resist changing.

I believe the resistance occurs because before implementation of the new polices, there

was no freedom to try new ideas and all the events pertaining to the educational practice

were closely controlled by the government. Another reason is the lack of understanding

the changes. When people understand why things have to be changed, they can get

involved, and are more likely to work toward to getting good results.

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The last time the school unity had its School Management Plan written was in the

beginning of 2003 and it will last until the end of 2006. At that time, the principal

informed the school members they had to bring their individual plans to compose the

whole plan. There was a short time and people did not work together. Since then the

management team has been replaced several times at different levels. The current

management team is completely different from that of 2003.

The same thing happened in the beginning of the School-Based Management

implementation. The principal announced the changes but did not give information

about the change. The law had been approved in December 1996, and had to become

practice in the beginning of the following school year, February 1997. Time and

training were insufficient for the principal to become familiar with the changes and

make others understand what and why those changes were being made. It seemed to be

another bureaucratic matter, but it is not. Rework this concept implies more skills from

the management team to play leadership.

The impact of autonomy on leaders

The decentralized administration implicates more people having responsibilities and

becoming involved in the ways they conduct their work. However the traditional

hierarchical structure of the schools has made it difficult to change. One reason is the

situation of the principal that is not elected by the school community. Principals take

their permanent position after a contest (concurso público) promoted by the Secretariat

of Education. The test measures their knowledge mostly in terms of the educational

laws and pedagogical theories. Their competence and leadership are not taken into

account. As a consequence their compromise is with the state not with the community.

12
The idea of autonomy in schools aims to improve the teaching and learning process at

different levels. This type of administration implicates not only the participation of

different social segments in the organization of the school but also a degree of

commitment from those people. It represents a progress in terms of education, but in

practice, it has not been fully democratic. Besides the existence of the school council

and the other members of the school community, the principal still holds power and a

lot of responsibilities over the school unity. Some principals keep on organizing,

directing and controlling instead of “encouraging lower level members to take risk and

assume a degree of responsibility” (Shaw, 2005).

The School Management Team

The management team in schools usually has three people: the principal, the vice-

principal and the head teacher. The number of vice principals and head teachers varies

according to the number of groups of pupils. The principal chooses his/her vice

principal, who is always an educator s/he trusts in. The head teacher is the only one

elected by the school council. Any teacher of the state board can apply for the position

in any school. The candidates have to submit their working plans to the school council.

After analyzing the plans and listening to the candidates, the members of school council

(teachers, parents, pupils, etc.) vote for the one they consider to be the most capable to

be ahead of the school projects.

The head teacher position was created after the 1996 Educational Reform. Before that,

only the principals and their vice-principals played leadership in the school. The

insertion of the head teacher position represented a great progress in state schools. S/He

is responsible for the pedagogical work and teacher’s continuing development in

service. Among other outlined duties, the head teacher is the person that has to

13
guarantee the collective work in the school; provide help for teachers to develop their

activities; integrate the school team in the development of the pedagogical process; and,

guarantee the curricular integration for the primary and secondary schools. In short, the

head teacher is the person who makes the connections between people in the school and

help things to happen.

Therefore, the political and pedagogical projects are regulated by the state

administration; people from different departments of the school and the community can

take part and responsibility in the planning and in the decision-making (PCN, 1998, p.

23) of the management team. The school council legitimates the participation of the

different segments in the administration. The members of the council meet at least once

every term to be informed of the management team actions, and/or extraordinarily, to

help deciding about pupils` problem, such as, punishing in case of bad behaviour.

The success decentralized administration demands people understanding the importance

of sharing responsibilities and changing their attitude towards the institution and in

relation to each other. It also requires a leader able to change the existing culture in

schools. That is, instil the practice of collective work and decision-making. The

principal and the head teacher have the responsibility “to ensure that the organization

develops relationships that produce desirable results” (Fullan, 2001, p. 68); promote

opportunities for group discussion and exchanging ideas. Nevertheless, the reality most

of the times is quite different. Certainly, democracy is easier said than done. It requires

extensive training on the elements of running the school, respect to rules and a principal

or head teacher who monitors the activities to keep the school projects going on.

14
The role of the principal and the head teacher is essential in making people familiar with

the school proposal that is written in the management planning. The management team,

in particular the principal, as a leader of the school, is imperative for the outcomes of

the school actions. The leader with the help of the vice principal and the head teacher,

has to work in order to involve the school community in every step to be taken

regarding reaching the goals.

The structure of schools

Schools like any other organizations have a hierarchical structure driven by a boss, the

principal. Traditionally, the principal’s role has been planning, organizing, controlling

and informing. Now, this role has to be changed if the goals are to be reached. In the

case of education, one of the purposes is “preparation of students for all aspects of their

lives” (Coleman, 2005a, p. 50). The responsibility of leading belongs to the School

Management Team that has to work together and involve the school community in the

same objective. The changes in the structure of the schools demands changes in the way

the relations are led.

Leaders and changes

To make changes, the leader has to develop an attitude that can influence others with

enthusiasm to reach the goals established to improve pupils’ achievement. According to

Fullan (2001) leadership is constitute by “five components: moral purpose, understand

the change process, develop relationships, foster knowledge building, and strive for

coherence” (p.11). The management team deals with problems from different sources in

schools. One of the reasons for these problems is the different kinds of knowledge each

15
one has and the gap in communication between the different departments and/or

segments of the school.

People from different segments (teachers, support board, pupils, parents, and the local

community) involved in the school work have to share ideas and values. The lack of

understanding the changes and the cultural differences of the participants can cause

conflicts. To find solution to these conflicts the leaders must “act with moral purpose”

(Fullan, 2001, p.25) and have the ability to create good strategies to get everybody

working together and make them feel part of the process of change. The sense of being

part motivates engagement.

I agree with Fullan (2001) when he argues that change demands understanding. My

concern is about the process. As a process, understanding any type of change takes time.

In schools, lack of time is a ´modus operandi’. It happens because of failure in the

process of planning at the level of the unity and at the level of the state. Working

together requires knowing and understanding the leaders’ and participants’ ideas. This

demands time and effective communication. The participants of the school unity are

supposed to work together for longer periods, but they are frequently replaced. For

example, the school I have referred as the site for this case study had four different

principals in a period of four years. Even though there is a register of the school plans

and procedures, the ways of understanding and leading the process are different from

one principal to another. It is a new performer in an existing environment.

The way the educational policies operate in the state of Sao Paulo causes repeatedly

replacement of principal. Although they have a permanent position in state schools,

many principals do not stay long in the same school unity. If the community chooses

16
the principal, the situation will be different. They can have their position as a

consequence of their work within the community. That is, not only the school

community, but also the local community can be conquered by the principal’s work.

Nowadays, the principal chooses the school he is going to work according to the

classificatory result of the contest that the Secretariat of Education promotes regularly.

If s/he gets a higher score, s/he is going to be the first to choose a school. Her/His

choice has to do with her/his personal or professional needs. It has nothing to do with

the school pedagogical project.

Fullan (2001) also says, “leadership is complicated and requires combining elements

that do not easily comfortably go together” (p.42). On the one hand there is the

authoritative element and on the other hand the democratic leadership. As new leaders

are always coming and going the relationships are not easily established. The instability

does not allow the development of a strong and trustful team. The results are

fragmented work, people resisting to the new comers’ ideas, and conflicts for sure. In

the case of this school, not always “people resist for what they view as good reasons”

(Fullan, 2001, p.42). The majority of the teachers, for example, resist because they

know they will continue where they have always been no matter who the principal is.

Because of their position, the principals have authority but no power upon the teachers.

Like principals, teachers also get their position after a classificatory contest promoted

by the Secretariat of Education. The only distinction is that the teachers tend to stay

longer than the principals do. In a short period it is very difficult for the leader to build

strong relationships even with those less resistant to new comers.

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According to Shaw (2005) “successful leaders rely heavily on human relationships”

(p.27), that is understand people’s reactions and their motives. In this case, the current

leaders did not participate in the construction of the pedagogical project and they have

had no time to develop and establish strong relationships with the teachers and with the

pupils who are directly under their leadership. Because of the weak relationships, the

other segments of the school, like parents and local community are even less committed

with the decisions of the principals and with the ongoing events in schools. The school

and local communities expect the principal to assume the control and take all the risks.

This attitude toward the principal does not help them from being less bureaucratic. The

bureaucracy protects both sides from any kind of improper treatment.

Meaningful participation of the different segments of the school in every action is a

means to enhance an environment for learning. This take us to what Fullan (2001) calls

“knowledge building”. An effective leader (principal) and his team are supposed to lead

in a way to change the existing culture that makes people resist changing the way they

behave. The leader has to turn the school into a place where everyone can learn and

share his knowledge even if it raises some conflicts of ideas and values. His/her role is

to appreciate the differences and minimize the problems by giving support, controlling

or stimulating when necessary. Promoting collective work is a means to develop the

competences to learn continuously. Not only the management team but also the school

community can learn by sharing ideas. If all the members of the school and local

communities get involved in the school procedures, the changes will be more

meaningful and the improvement everyone is longing for will be reached.

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Another component for leadership described by Fullan (2001) is “coherence making”

that he gives two concepts. The first is “self-organizing” that has to do with the other

four components mentioned before: understanding of the change process, the

development of relationships to establish successful strategies, knowledge building that

corresponds to improve practices driving everyone to learning together. The second

concept named by Fullan as “strange attractors” has to do with the ability of the leader

to attract trustful people to whom he can delegate responsibilities.

Conclusion
This essay has described the School Management Planning as a document that

represents the identity of the school unity, and the surrounding facts about its

conception and use in practical ways. The Federal Constitution and the Law 9394

(LDB) establish the rights and the duties that every citizen has to take part in education.

The law guarantees a democratic administration in state schools and the good quality in

the process of teaching and learning (art. 206). In the microcosm of education, that is, in

the school unity, the democratic administration is granted, at least by the law. The

participation of different people in the school administration can help people to learn the

basis and principles for citizenship. The Management Panning of the schools has to be

the starting point for spreading the idea and practice of democracy as a value for the

modern world.

Although the law establishes and guarantees the democratic administration in state

schools, the teachers and the members of the management team are still holding the

responsibility of planning, organizing and controlling. Moreover, contrary to the law,

teachers frequently write their teaching plans and suggest their teaching projects without

19
the support of the other school segments. The head teacher evaluates and the school

council approves without questioning or adding any suggestions.

One of my concerns is that the members of the council and the other segments do not

take part in the planning process from the beginning. They usually appear to approve

the plan. The school council members usually accept its content and the decisions made.

Although its members are 40% teachers, the other members have to collaborate more.

They argue that the teachers are the ones who know what is better for the pupils. They

place themselves free of any responsibility.

There are reasons for them to refuse to assume any responsibilities. First, they are not

encouraged to participate actively in the process from the beginning. It demands time,

commitment and learning new ways of doing things. Because many people do not know

why things are the way they are, they become uninterested in school affairs. Some of

them imply that there are professionals to do the school business. Knowing and

understanding the whole process implicates in contributing and becoming responsible

for the outcomes. Responsibility does not attract many people. Becoming co-

responsible, people will have to follow the actions in the school from the moment they

start being planned until the end, after the evaluation.

Having more people engaged in the schools demands creating more opportunities for

them to get together to discuss, make decisions, act and evaluate the outcomes. The

principal and the other members of the management team are the people who can create

the opportunities and make these things happen during and after writing the SMP. The

management team members need to develop their competences to lead the cultural

changes in schools making more people to embrace the school cause. The principal can

20
no longer lead by him/herself. Besides gathering the school and local communities

together, the management team has to promote ways to make them feel important, that

is, make them feel part of the engine that keeps the school moving to improvement. This

is possible if the principal releases the power and responsibility to the other members of

the school community.

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References

BRASIL. (1998) Parâmetros Curriculares Nacionais – PCN – MEC [National

Curriculum Parameters. Ministry of Education and Culture]

BRASIL. (1996) Law of Guidelines and Basis for National Education, Law 9394 (Lei

de Diretrizes e Bases da Educação Nacional – LDB 9394/96)

COLEMAN, M. (2005a) Organizations: Power Structure and Culture. Leadership and

Management and context. New York, Oxford University Press.

COLEMAN, M. (2005b) Theories and Practice of Leadership: An introduction.

Leadership and Management in Education. Oxford, Oxford University Press.

COLEMAN, M. & EARLY, P. (2005) Leadership and Management in Education:

Cultures, Change and Context, New York, Oxford University Press.

DOURADO, L. F. (2004) Progestão: como promover,articular e envolver a ação das

pessoas no processo de gestão escolar? In CONSED (Ed.), CONSED.

EDGE, K. (2000) School-Based Management. Q &A for web/knowledge nugget.

Prepared by Karen Edge for the Education Reform & Management Thematic Group,

HDNED, World Bank [August 2000]. Available at

www.worldbank.org/education/globaleducationreform/pdf/spainf.pdf. Last accessed

l7th July 2006.

FULLAN, M. (2001) Leading in a culture of change: being effective in complex times,

San Francisco, CA, Jossey-Bass.

SHAW, M. (2005) The Cultural Context of Educational Leadership. Leadership and

Management in Education. Oxford, Oxford University Press.

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