Abstract
This paper attempts to bring together theory and practice to provide recommendations for education stakeholders to clarify the core responsibilities of school leadership. School leaders can only make a difference if they have autonomy and support to make significant decisions and if their responsibilities are well defined. The paper presents evidence on the specific leadership roles that can positively influence teaching and learning and argues that school leadership responsibilities should be redefined to focus on teaching quality goal setting and implementing intelligent assessment systems, strategic resource management and collaboration with external partners. It looks at ways in which leadership definitions or frameworks can be designed and improved to support recruitment, training and evaluation of school leaders.
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