Abstract
ABSTRACTSchools in post-colonial developing countries have complex and varied problems with the quality of leadership and instruction, calling for unique approaches to improvement. Based on an interventionist-ethnographic study involving three low-fee elementary schools in Pakistan, this paper discusses a model for developing multilevel leadership practices for instructional improvement. A situation analysis in the first phase of the study indicated leadership practices of control and centralized decision-making without a focus on instructional improvement in the light of authentic learning goals. The operational mental models strongly influenced the practice of leaders and teachers in the presence of limited professional development activities and non-existent learning networks. The second phase of intervention involved the development of a model of practice creating and strengthening multilevel leadership practices for improving instruction. Through management of mental models, shared vision, team learning, team projects and participation in learning networks, teachers were involved in simple and complex leadership tasks and formal delegation evolved into incremental and emergent leadership practices. The simple model, applicable in a wide range of contexts provides a direction for professional development activities and school leadership development programs in schools struggling for improved educational quality.
Published Version
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