The role of governance in school leadership is well established, yet high‑profile failures continue to expose systemic weaknesses. This article reports a comparative study of school governance in Manitoba, Canada and England.

This systematic review examines the instruction-oriented middle leadership role of Teaching Research Group (TRG) leaders within Chinese secondary schools. Drawing from both Chinese and international contexts, the study investigates the impact of TRG leadership practices on teachers’ professional development, instructional practices, and professional resilience.

Generative AI tools are having a notable influence on the nature of engagement with information and decision making across society. Our scoping literature review, covering the 2010–2024 timespan, explores the intersection of educational leadership, policy and AI and examines how these have been investigated in relation to compulsory school settings.

This study examined the degree of autonomy experienced by public school principals in the United Arab Emirates under the Emirates School Establishment (ESE), and explored the challenges they face within a centralized governance system.

Collaboration is widely promoted as a driver of educational change, yet policy discourse often obscures the sociocultural, organizational, and political dynamics shaping its enactment. This study examines how collaboration is constructed in Hong Kong’s K–12 system through critical policy analysis and narrative interviews with principals.

This article proposes screen recording as a promising method for studying digital environments in education, presenting three cases of integrating screen recordings into a qualitative design: social media use in the classroom, school leadership practice, and writing practices in multilingual classrooms.

Ledarskapsutveckling måste inte innebära dyra kurser långt från vardagen. Chefer kan utvecklas minst lika mycket genom reflektion, kollegiala samtal och gemensamt lärande på jobbet. Det visar ny forskning från Jönköpings universitet.

The underrepresentation of women in leadership positions within higher education institutions is well-documented worldwide. This study addresses this issue by reconstructing the historical accounts of rectors in Poland, as demonstrated in institutional histories, autobiographies, biographies, laudatory statements, and obituaries.

In recent years, inclusive leadership has become established as a theoretically relevant approach for schools committed to equity, social justice and diversity. The aim of this paper is to conceptualise inclusive school leadership from a critical and socially grounded perspective by proposing five theoretically relevant dimensions of practice that support the development and enactment of…

This study explores discursive encounters between school leaders, teachers, and local education authority (LEA) officials within a local school improvement initiative in Sweden. Using a primary school case, the research examines how competing discourses, focused on results- oriented accountability and professional autonomy, are interpreted and enacted locally, and how this shapes interactions between teacher leaders,…