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Exploring School Leadership in England and the Caribbean

Exploring School Leadership in England and the Caribbean: New Insights from a Comparative Approach

by Paul Miller

Paul Miller is Reader in Education at Brunel University, London, UK, and previously Professor of Educational Leadership and Management at the University of Technology, Jamaica. He is a member of the Boards of the Institute for Educational Administration and Leadership-Jamaica (IEAL-J) and the Commonwealth Council for Educational Administration Management (CCEAM). Author affiliation details are correct at time of print publication.

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Bloomsbury Academic, 2016
  • DOI:
    10.5040/9781474251723
  • ISBN:
    978-1-4742-5172-3 (online)

    978-1-4742-5169-3 (hardback)

    978-1-4742-5171-6 (epdf)

    978-1-4742-5170-9 (epub)
  • Edition:
    First published
  • Place of Publication:
    London
  • Published Online:
    2019
Exploring School Leadership in England and the Caribbean
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What drives school leaders?

  • What do they do on a day to day basis?

  • What helps or constrains their decision-making?

  • What keeps them focused amidst challenges?

Rather than applying theory to practice, Exploring School Leadership in England and the Caribbean draws on how school leaders practice and experience their own leadership. Paul Miller draws on case studies from Jamaica and England to explore what it means to be a school leader and explores a wide-range of issues, including accountability, performativity, inclusion and multiculturalism, technology, staffing and resourcing decisions.

While no two school leaders will have identical experiences as a school leader, Paul Miller draws on the first-hand accounts of school leaders to show that regardless of school size, type and location there are a number of common experiences and themes. Miller acknowledges that the practice of school leadership is occurring in an uncertain economic environment, buoyed by a fast paced policy context where by targets linked to national economic development are the new normal. He concludes that school leadership is a continuous balancing act driven by and experienced through an ”Economic-motor model„ of schooling – which he proposes.