How do teachers’ articulate ‘effective’ with regard to leadership? An exploration of how contextual factors function and shape leadership within a primary school
This paper centres on exploring how do contextual factors function and shape leadership of Primary Schools. Methodologically the research is best described as ‘involved’ research and is informed by interpretavist principles, seeking to gain a deeper professional understanding. Social reality for the author is meaningfully understood by perceiving individuals as social actors, actors who are not always fully aware of the impact of the social stage on their actions. The social stage consists of the often implicit expectations of ‘communities of practice’. This research is interested in how individual actors’ interpretations of their actions are situated in such communities and where is their understanding about processes at play in the leadership they are experiencing
