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GLOBAL PERSPECTIVE ON SCHOOL LEADERSHIP
                                      Surryia Rashid
June, 15.2009
Introduction:
This paper reviews the literature to determine the characteristics that are needed to meet the challenges of school improvement in global context (Boyd, 1992; Hord, 1992). The paper begins with a brief review of some key leadership concepts. Next, there is a discussion of the characteristics found to be unique or common in effective educational leaders. Finally, this synthesis concludes with a discussion of the implications of leaders' characteristics on implementing or initiating change within an educational system.
Objectives of the Study:
    • provide a guide for identifying in oneself and companions the characteristics that are facilitating the innovation's implementation;
    • determine which leadership characteristics are most essential for their unique situation;
    • encourage the acquisition of these characteristics and enhance the formation of these characteristics in educators;
School improvement is a complex undertaking for any school (J. Educ 2006) In the face of dramatic social change, transformation of society and institutions, a troubled sea of governance conflict in contemporary societies leadership becomes pivotal because authorities want a person,(Mortimore, Sammons, Stoll, Lewis, & Ecob, 1988) that can be held accountable and also because changes in society, make it important for communities like schools to be able to construct their identities in negotiating meaning and reducing complexity and in changing themselves (Mortimore, Sammons, Stoll, Lewis, & Ecob, 1988; Reynolds, 1976; Rutter, Maughan, Mortimore & Ouston, 1979).
Over 50 years ago, all the writing about leadership style focuses on how different styles affect the school improvement (Reynolds, 1976).When we question the conventional purpose of leadership and offer a different foundation, we get a very different conception of leadership. Until we...

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