The Conceptualization and Model Building of Instructional Leadership: Based on the Interview with Philip Hallinger

doi:10.16382/j.cnki.1000-5560.2020.07.007

Abstract

Abstract: Instructional leadership (IL) is considered to be one of those key concepts and classic theoretical models in the field of educational leadership studies. For about forty years since it was launched in the middle of 1980s, this concept and model has guided researchers and even practitioners in their work all around the globe. The authors of this article recently conducted a thematic interview with Philip Hallinger, one of the founding scholars who first developed a clear conceptualization of instructional leadership, and made it possible to look at the process of the development and change of this concept and theory from his own perspective. Besides, this article tries to picture the dynamics of how IL corresponded to challenging leadership concepts, diverse cultural contexts as well as shifting educational reforms and eventually developed into a helpful organizing concept up till now. It concludes with reflections on some key issues concerning the themes, perspectives and interests for knowledge building in this field, discussing matters of historical roots and the future ahead for leadership study in education.

Key words: instructional leadership, educational leadership, educational administration, leadership for learning

Dong Hui, Li Lulu, Zhang Jie. The Conceptualization and Model Building of Instructional Leadership: Based on the Interview with Philip Hallinger[J]. Journal of East China Normal University(Educational Sciences), 2020, 38(7): 87-96.

References

Bridges，E.M. （1967）. Instructional leadership：a concept re-examined. Journal of Educational Administration，5（2），136-147.
Cuban, L. （1988）. The managerial imperative and the practice of leadership in schools. Albany: State University of New York Press.
Dimmock, C. ,& Walker, A. (2005). Educational Leadership: Culture and Diversity. London: Sage.
Dwyer，D. C. （1984）. The search for instructional leadership：routines and subtleties in the principal’s role. Educational Leadership， 41（5），32-37.
Edmonds，R. （1979）. Effective schools for the urban poor. Educational Leadership，37（1）.
English, F. W. (2008). The Art of Educational Leadership: Balancing performance and accountability. Thousand Oaks, CA: Sage.
Fullan, M. (2010). All Systems Go: The Change Imperative for Whole System Reform. Thousand Oaks, CA: Corwin.
Grint, K. (2010). Leadership: A Very Short Introduction. Oxford: Oxford University Press.
Hallinger, P. ,& Murphy, J. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217-248
Hallinger, P. ,& Murphy, J. (1986). Instructional leadership. The Effective School Report, 4(5), 2-5
Hallinger, P., & Richardson, D. (1988). Models of shared leadership: Evolving Structures and relationships. The Urban Review, 20(4), 229-245
Hallinger, P. (1982/1990/2015). Principal Instructional Management Rating scale. Bangkok, Thailand: Chulalongkorn University.
Hallinger, P. (2003a). Reshaping the landscape of school leadership development: A global perspective. Lisse, Netherlands: Swets & Zeitlinger.
Hallinger, P. (2003b). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329-351
Hallinger, P. (2010). Developing instructional leadership. In B. Davies and M. Brundrett (Eds.), Developing successful leadership (pp. 61-77). Dordrecht: Springer.
Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125-142
Hallinger, P. (2018). A systematic review of research on educational leadership and management in south Africa: mapping knowledge production in a developing society. International Journal of Leadership in Education, (3), 1-19
Hallinger, P., & Heck, R. H. (2009). Distributed leadership in schools: What makes a difference? Hallinger, P., & Heck, R. H. (2009). In A Harris (Ed.), Distributed leadership: Different perspectives. Dordrecht, Netherlands: Springer.
Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30(2), 95-110
Hallinger, P., & Walker, A. (2017). Leading learning in Asia: Emerging empirical insights from five societies. Journal of Educational Administration, 5(2), 130-146
Hoy, W., & Miskel, C. (2007). Educational Administration Theory, Research, and Practice(8^th edition). McGraw-Hill
Leithwood，K.，Patten，S.，& Jantzi，D.. （2010）. Testing a conception of how school leadership influences student learning. Educational Administration Quarterly， 46（5），671-706.
Palmer, P. (1993). To Know As We Are Known: Education As A Spiritual Journey. San Francisco: Harper One.
Robinson，V. M. J.，Lloyd，C. A.，& Rowe，K. J.. （2008）. The impact of leadership on student outcomes：an analysis of the differential effects of leadership types. Educational Administration Quarterly， 44（5），635-674.
Townsend, T. (2016). Leading Schools in the twenty-first century: careful driving in the fast lane. In G. Johnson, N. Dempster(eds.), Leadership in Diverse Leaning Context, Switzerland: Springer.
Walker, A. ,& Hallinger, P. (2007). Navigating culture and context: the principalship in East and Southeast Asia. In R. MacLean (Ed.), Learning and teaching for the twenty-first century: Papers in honor of Professor Phillip Hughes. Dordrecht, Netherlands: Springer.
Walker, A., & Hallinger, P. (2016). School Leadership for Learning and Change: Progress of an Asian Agenda. In G. Johnson, N. Dempster (eds.), Leadership in Diverse Learning Contexts(pp. 145-171), Switzerland: Springer.
Walker, A. , & Hallinger, P. (2013). Global trends in the preparation of school leaders. Educational Management, Administration and Leadership, 41(4), 401-404
冯大鸣.(2002). 沟通与分享: 中西教育管理领衔学者世纪汇谈. 上海教育出版社.
冯大鸣. (2012). 西方教学领导研究的再度兴盛及逻辑转向. 教育研究,(3),135-139
张新平, 赵越. (2018). 重思教学领导. 教育发展研究,(18),31-36
郑鑫, 尹弘飚. (2014). 教学领导的再度兴盛?——兼论西方教育领导研究的转向. 比较教育研究,(10),21-25

[1]	Xiaowei Zhao, Hongyu Shao, Shusheng Shen. From Coping to Adaptation: Analysis of the Characteristics of Different Principals’ Online Teaching Leadership Behavior: Investigation and Research Report IV on Online Teaching in Primary and Secondary Schools in Jiangsu Province [J]. Journal of East China Normal University(Educational Sciences), 2022, 40(4): 61-76.
[2]	GENG Chao. Shared Governance: Transformation of Educational Administration Modes [J]. Journal of East China Normal University(Educationa, 2018, 36(1): 35-41+161.
[3]	CHU Hongqi. Transformation of Chinese Educational Development Mode: Path Selection and Endogenous Development [J]. Journal of East China Normal University(Educationa, 2018, 36(1): 1-14+159.
[4]	HU Zhong-Feng,WANG Yi-Ning. Reflecting the Transformation of Educational Leadership Models [J]. Journal of East China Normal University(Educationa, 2015, 33(3): 7-13.