The aim of this paper is to examine the varied leadership style that have been adopted in the school environment and, from this analysis to assess which are most likely to have a positive impact on the issues that have been identified.
In the mid-2000s, in an effort to address increasing
concerns about school student behaviour, exclusion and
truancy, the UK labour government introduced a new
educational strategy, the primary aim of which was aimed at
resolving these concerns by identifying and seeking to
resolve the motivational factors driving these problems
(Dfes 2006). The review did not, however, solely focus on
encouraging a change in the behaviour of the student, but
also considered strategies that teachers and other
stakeholders might adopted to assist in bringing about this
change. One area that was particularly highlighted in the
review was the need for a change in school and educational
leadership (Dfes 2006).