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Contextual Intelligence in School Leadership
Responding to the Dynamics of Change
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In Contextual Intelligence in School Leadership the author presents a new leadership construct suitable for the 21st century context of school improvement. He presents school leadership from contextual intelligence perspective as a function of various elements, which interact within the leadership they shape and the context in which such leadership is exercised to exert influence on the core areas of practice, including student learning, teacher development and school-community engagement. The construct represents a departure from the contemporary leadership theories, which place emphasis on separate elements of leadership and inadvertently create a problem of disintegration that does not bode well for sustainable school improvement.
Ramodikoe Nylon Marishane, PhD (2004), University of South Africa, is a Senior Lecturer in the Faculty of Education at the University of Pretoria. He has published many articles and book chapters on school leadership, including School Leadership in a Changing Context (Van Schaik, 2011).
Foreword
âMatthew Kutz
Preface
1 Theoretical Grounding for Contextual Intelligence in School Leadership
â1 Introduction
â2 Context and Contextual Inteligence
â3 Contemporary School Leadership Theories and Context
â4 Conclusion
2 Contextual Intelligence for Redesigning School Organisational Environment
â1 Introduction
â2 Redesigning the School Organisational Environment
â3 Why Contextual Intelligence Matters for a School Leader
â4 The Complexity of School Organisational Context
â5 Contextual Intelligence for Integrated School Organisational Construct
â6 Conclusion
3 Navigating the Dynamic School Organisational Landscape
â1 Introduction
â2 Interplay of Contextual Factors Influencing the Schoolâs Organisational Landscape
â3 Paradigmatic Shiftsin the School Organisational Landscape
â4 Responding to the Dynamics and Paradigmatic Shifts in the School Organisational Context
â5 Conclusion
4 School-Home-Community Engagement as an Essential Component of Contextual Intelligence
â1 Introduction
â2 Conclusion
5 Context-Responsive Teacher Development
â1 Introduction
â2 Teacher Development in Context: What Is It?
â3 The Context in Which Contemporary Teachers Work
â4 Leading Teacher Development Intelligently
â5 Conclusion
6 Contextual Intelligence for Student Learning
â1 Introduction
â2 Theoretical Perspectives on Knowledge and Student Learning Process
â3 Insight into Contemporary Context of Student Learning
â4 Orientation towards Studentsâ Learning Outcomes
â5 Conclusion
7 Connecting the Disconnected through Contextextual Intelligence
â1 Introduction
â2 Fragmented Construct of School Leadership
â3 Leading the School in the Context of Change and Uncertainty
â4 Transcending the Past and the Present through Thought and Action
â5 Conclusion
References
Index
âMatthew Kutz
Preface
1 Theoretical Grounding for Contextual Intelligence in School Leadership
â1 Introduction
â2 Context and Contextual Inteligence
â3 Contemporary School Leadership Theories and Context
â4 Conclusion
2 Contextual Intelligence for Redesigning School Organisational Environment
â1 Introduction
â2 Redesigning the School Organisational Environment
â3 Why Contextual Intelligence Matters for a School Leader
â4 The Complexity of School Organisational Context
â5 Contextual Intelligence for Integrated School Organisational Construct
â6 Conclusion
3 Navigating the Dynamic School Organisational Landscape
â1 Introduction
â2 Interplay of Contextual Factors Influencing the Schoolâs Organisational Landscape
â3 Paradigmatic Shiftsin the School Organisational Landscape
â4 Responding to the Dynamics and Paradigmatic Shifts in the School Organisational Context
â5 Conclusion
4 School-Home-Community Engagement as an Essential Component of Contextual Intelligence
â1 Introduction
â2 Conclusion
5 Context-Responsive Teacher Development
â1 Introduction
â2 Teacher Development in Context: What Is It?
â3 The Context in Which Contemporary Teachers Work
â4 Leading Teacher Development Intelligently
â5 Conclusion
6 Contextual Intelligence for Student Learning
â1 Introduction
â2 Theoretical Perspectives on Knowledge and Student Learning Process
â3 Insight into Contemporary Context of Student Learning
â4 Orientation towards Studentsâ Learning Outcomes
â5 Conclusion
7 Connecting the Disconnected through Contextextual Intelligence
â1 Introduction
â2 Fragmented Construct of School Leadership
â3 Leading the School in the Context of Change and Uncertainty
â4 Transcending the Past and the Present through Thought and Action
â5 Conclusion
References
Index
All undergraduate and postgraduate students, researchers and practitioners, specifically school superintendents, school boards, and principals with interest in educational leadership.