Abstract
The capacity for schools to improve student learning represents an important area of scholarship for policymakers, schools, and scholars. In understanding how to support student learning, the notion of school leadership has emerged as a key area of research interest. Understanding the influence of this literature in schools is important. As such, a mixed-methods study was designed to investigate the extent to which key leadership inputs as reported by scholars had influenced leadership practice in schools. This article presents new insights from this study and a model to engender leadership that improves learning in schools.
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