Leadership for learning: lessons from 40 years of empirical research

Purpose This paper aims to present a research‐based model of leadership for learning. It argues that the field has made substantial progress over the past 40 years in identifying ways in which leadership contributes to learning and school improvement. Four specific dimensions of leading for learning are presented: values and beliefs, leadership focus, contexts for leadership, and sharing leadership. Design/methodology/approach The paper employs a review methodology but focuses especially on evidence from several recent empirical studies. While the author argues that progress has been made, limitations – especially with respect to linking leadership practice to different contexts – are noted. Findings The paper…