Regarding the content of leadership development programmes, Begley (2008) suggested several standards of school leadership, based on international studies, which could form the purpose of leadership preparation and development. The first suggested trend of school leadership is that leaders should react more proactively rather than passively, through using their time and resource effectively. Secondly, when it comes to decision making, school leaders should focus on school members' collaborative agreement, the intended outcome of the work, and multiple influences on the school environment rather than simply personal preference. The third standard Begley put forward is that school leadership works by understanding the philosophy and concepts of policy or instructions, and performs duties within a system of monitoring, developing, reflection and assessment, rather than only focusing on implementing instruction and policies. Fourthly, Begley suggests a system of leadership which is aware of the school as part of the local school community and as a component of society as a whole. The fifth suggestion in Begley’s work is for instructional leadership, which allows and encourages various strategies for developing multiple
pedagogies and teaching practices.
West-Burnham (1998) stressed the need for a proper analytical process when consulting and evaluating the content of leadership development in order to improve its appropriation, validity and relevance. 360-degree feedback, used in the National Professional Qualification for Headship (NPQH), is an example of a tool used in identifying and diagnosing needs.
An investigation of the experiences of newly appointed headteachers by Earley et al. (2011) identified common difficulties, such as relationships, budgets and financial planning, and time management. Headteachers need to be prepared with ‘demonstrations of many qualities, skills and traits including resilience, persistence and emotional and contextual intelligence’ (22). Earley et al. (2011) added that headteachers also need continuous development in leadership qualities, skills and traits.
The National College for School Leadership (2009) conducted a study that investigated the factors that influence successful school leadership. In the report, the respondents’ personal philosophy/faith and vocation were the most significant influencing factors. 18% of respondents identified ‘inspiring role models’, and professional development, professional relationships, and early experiences of teaching and learning were other factors indicated as the most important influence. This kind of report provides essential data for designing an effective approach to leadership.
Lee (2011) reviewed the Korean Headteacher Qualification Training (HQT) which consists of two parts; pre-training, and the main training course. In the pre-training course, 25 various theoretical and practical subjects were taught for 90 hours. To prepare candidates for the headteachers’ duties, lectures included different leadership theories, practical knowledge and skills, cutting-edge global, political, and social issues, and study of successful cases. These were taught by headteachers (28%), university or institute lecturers (36%), governors (24%) and member of non-teaching professions (4%). Lee (2011) also noted that various policy makers also contributed. There were some criticisms that finance and accounting were only given two to three hours, which was insufficient time to learn these subjects.
Area Subject A B C D
Ethics and Skills
Culture, art, physical education 0 1 0 0
Preparing education for the time of reunification of
Korea 1 0 0 0
Health management 0 1 0 0
Conversation skills 0 1 0 0
Protection of copyrights and privacy 1 0 0 0
Experiencing culture and arts 0 0 0 0
General Pedagogies
Educational vision of Seoul 0 0 1 0
Social network and ethics on the internet 0 1 0 0
Understanding of special education 0 0 1 0
Creativity; education of genius children 0 1 0 0
Development of democracy in modern society 0 1 0 0
Fostering individual character 0 0 0 0
Major Studies
School innovation from developed countries 0 1 0 0
Case studies: I-Woo school's innovation 1 0 0 0
Responsibilities and roles 0 0 1 0
Strategy and methods for restructuring school 0 0 1 0
Head teachers' leadership for innovation 0 0 1 0
Policy for teaching staff 0 0 1 0
Pupils rights and anti-violent peace education 0 1 0 0
Four seasons of school management 0 1 0 0
Practice of school meals 1 0 0 0
Understanding school budgets 0 0 0 1
Curriculum and assessment management 1 0 0 0
Personnel management 1 0 0 0
Case study: innovation in school management 1 0 0 0
Total 7 9 6 1
Percentage 28% 36% 24% 4%
A = Headteacher or Deputy Head, B = University Professor, C = Government, D = Non-teaching profession
Source: Seoul Education Training Institute, 2011 Seoul Secondary School HQT
The main HQT course consisted of group and residential learning (26 subjects), online distance learning (10 subjects), and small group discussion and activities (4 subjects). Group learning again considered issues such as policy, global economic changes, and the future of Korea, as well as knowledge and skills for school management.
Most of the distance learning classes consisted of leadership lectures on concepts of
leadership, managing change, conflicts, and knowledge and culture. Small group discussion and activities provided practical exercises for applying to be a headteacher and developing good relationships with external groups and committees. The classes are mainly taught by university and institute lecturers whose major subject is education. There is only one lecturer who comes from the Government.
Type Subject A B C D
Residential Learning (26)
Using the brain effectively 0 1 0 0 Korean education development and its direction 0 1 0 0 Mental health and protection from dementia 0 1 0 0 Global economic war and the future of Korea 0 1 0 0 Role of nation and ethics for civil servant and leadership 0 0 1 0 Curriculum changes and their application 1 0 0 0 Practice of school finance 0 1 0 0
Cases of school reform 1 0 0 0
21st century educational evaluation 0 1 0 0 School management with school communities 0 0 0 1 Design-centred school landscape architecture 0 1 0 0 School finance theories and practice 0 1 0 0 Understanding imagination and intelligence 0 1 0 0 Understanding school consulting 0 1 0 0 Current state of school consulting 0 1 0 0 Practice of school consulting 0 1 0 0 Role of school consulting and evaluation skills 0 1 0 0
Class consulting theories and practice 0 1 0 0 Modern Learning and U-learning 0 1 0 0 Learning community and class innovation 0 0 0 1 Headteachers' role in local society 0 1 0 0 Headteachers and the law-abiding spirit 0 1 0 0 Understanding the modern professional world 0 0 0 1 Class culture and teaching specialities 0 1 0 0
Overcoming cancer 0 0 0 1
Information for Career education and University admission 1 0 0 0
Sub-total 3 18 1 4
On-line Learning (10)
Concepts of leadership and authority 1 0 0 0
Leadership types 0 1 0 0
Role of the leadership 0 1 0 0
Headteacher: managing changes 0 1 0 0 Headteacher: managing conflicts 0 1 0 0 Headteacher: managing the culture 0 1 0 0 Headteacher: managing knowledge 0 1 0 0 Changed educational paradigms and educational leader 0 1 0 0
Teacher as a learner 0 1 0 0
21st century leadership - digital society leadership 0 1 0 0
Sub-total 1 9 0 0
Activity And Discussion (4)
Strategy for planning the school management N N N N
External management N N N N
Educational law N N N N
Risk management N N N N
A = Headteacher or Deputy Head, B = University Professor, C = Government, D = Non-teaching profession, N = not provided
Source: Seoul National Academy for Education Administrators