Leadership in Education

Module overview

The module will provide an introduction to theories of organisational and interpersonal leadership, relating to the field of education, teacher instructional leadership for capacity building and leadership for learning to sustain school improvement.

Learning and Teaching

Teaching and learning methods

The module utilises three main approaches: lectures, seminars and a group project, leading to a presentation. Lectures will be used to discuss theoretical and conceptual leadership approaches and models. These will be interactive and include short exercises to help students (working individually or in pairs) to relate these to school practices. Seminars will use a range of school case study resources relating to the study of aspects of leadership in schools, including empirical research papers, reports and other authoritative grey literature sources, and wider educational material such as thematic case study exercises and video resources. For these sessions, students will be split into smaller tutor-led seminar classes and will be set tasks to undertake in small groups. For the group project, students will be allocated to one of a number of small teams. Each team will be set a task to develop a presentation that offers a critique of a particular perspective on individual leadership in relation to their applicability in schools

Study time
Type	Hours
Teaching	18
Completion of assessment task	40
Wider reading or practice	60
Preparation for scheduled sessions	12
Follow-up work	20
Total study time	150

Resources & Reading list

Textbooks

Bass, B.M. and Riggio, R.E (2006). Transformational leadership.. Mahwah, N.J.: L. Erlbaum Associates.

Illeris, K. (2017). How we learn: learning and non-learning in school and beyond. London: Routledge, Taylor & Francis Group..

Day, C., Sammons, P. and Leithwood, K (2011). Successful School Leadership : Linking With Learning And Achievemen. Maidenhead: McGraw-Hill International (UK) Ltd..

Northouse, P.G (2022). Leadership: theory and practice. Los Angeles: SAGE.

Everard, K.B., Morris, G. and Wilson, I (2004). Effective school management. London: Paul Chapman Pub.

Haynes, N.M., Arafeh, S. and McDaniels, C. (2015). Educational leadership: perspectives on preparation and practice. Lanham, MD: University Press of America..

Day, C. and Gurr, D. (2024). How successful schools are more than effective : principals who build and sustain teacher and student wellbeing and achievement. Cham.: Springer.

Bush, T., Bell, L. and Middlewood, D. (eds) . Principles of educational leadership and management. London: SAGE.

Greany, T. and Earley, P. (eds) (2021). School Leadership and Education System Reform. London: Bloomsbury Academic.

Greany, T. and Earley, P. (eds) (2022). School leadership and education system reform. Oxford: Bloomsbury.

Woods, P.A. and Roberts, A. (2018). Collaborative school leadership: a critical guide. Los Angeles: SAGE.

Mullins, L.J. and Rees, (2023). Management and organisational behaviour. . Harlow, UK: Pearson Education.

Bush, T. and Middlewood, D. . Leading and managing people in education. London: SAGE.

Kelly, A. (2022). Dynamic management and leadership in education: high reliability techniques for schools and universities. Abingdon, Oxon: Routledge..

Tschannen-Moran, M. (2014). Trust matters: leadership for successful schools. San Francisco, Calif: Jossey-Bass..

McMahon, M. and O’Brien, J. (2016). Management and organisational behaviour. Edinburgh: Dunedin Academic Press Ltd.

Jones, G. (2018). Evidence-based school leadership and management: a practical guide.. London: SAGE.

Ball, S.J. (2012). Foucault, Power, and Education. . Hoboken: Taylor and Francis.

Adair, J.E. (2009). Effective leadership : how to be a successful leader. London: Pan.

Grint, K (2010). Leadership: a very short introduction. Oxford: Oxford University Press..

Riggio, R.E., Chaleff, I. and Lipman-Blumen, J. The art of followership: how great followers create great leaders and organizations. San Francisco: Jossey Bass.

Ryan, R.M. and Deci, E.L (2017). Self-determination theory: basic psychological needs in motivation, development, and wellness. New York: Guilford Press.

Assessment

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Assignment	67%
Group presentation	33%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Assignment	100%

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Breakdown
Method	Percentage contribution
Assignment	100%

Repeat Information

Repeat type: Internal & External