Negotiating the principles and practice of school leadership: The Kazakhstan experience
Educational Management Administration and Leadership
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Yakavets, N. (2017). Negotiating the principles and practice of school leadership: The Kazakhstan experience. Educational Management Administration and Leadership, 45 (3), 445-465. https://doi.org/10.1177/1741143216628537
This paper aims to provide an account of how school leaders in Kazakhstan learn about leadership and management, and what strategies are in place to support leadership development. The paper draws on empirical data collected over three years, derived mainly from interviews and focus groups with school leaders and teachers. The findings suggest that a hierarchical education system and strict policy regulations diminish the likelihood that the changes needed to encourage leadership practice by teachers will take place. The paper examines Kazakhstani school leaders’ learning opportunities, and focuses on the implications of borrowing leadership theories from the West. The key argument is that, if genuine change is to occur, these leaders will require time and space for critical reflection about what it is they need to learn and to do. The paper raises important issues about the conceptualisation of leadership learning and development in non-Western contexts.
Kazakhstan, school reform, leadership learning, Centre of Excellence, professional development
The research arises out of a partnership between the University of Cambridge Faculty of Education and the Nazarbayev University Graduate School of Education, under the auspices of a grant from the Ministry of Education and Science, Republic of Kazakhstan. I am very grateful to my colleagues in the research team who participated in this project for their assistance and support.
External DOI: https://doi.org/10.1177/1741143216628537
This record's URL: https://www.repository.cam.ac.uk/handle/1810/253353