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dc.contributor.authorGurr Mark, David
dc.contributor.authorGeorge, Lawrie Drysdale
dc.contributor.authorMulford, Bill
dc.date.accessioned2014-04-09T16:25:23Z
dc.date.available2014-04-09T16:25:23Z
dc.date.issued2010
dc.identifier.issn2027-1182
dc.identifier.urihttp://hdl.handle.net/123456789/2662
dc.descriptionMagis : revista internacional de investigación en educación, vol. 2, no. 4es_ES
dc.description.abstractFrom the case studies of the International Successful School Principalship Project, and linked to a model of successful school leadership derived from the Australian case studies, three examples of instructional leadership from Australian schools are described illustrating both indirect and direct instructional leadership. Leadership of schools is complex, and whilst there are examples of direct instructional leadership by principals, the more typical path is indirect, working through and with others. Clearly articulated values, beliefs and vision, fostering of good relationships, developing staff, and understanding the broader context surrounding schools were all features of the work of the principals.es_ES
dc.language.isoeses_ES
dc.publisherPontificia Universidad Javerianaes_ES
dc.subjectLiderazgoes_ES
dc.subjectAustraliaes_ES
dc.subjectAdministrador de la educaciónes_ES
dc.titleAustralian Principal Instructional Leadership : Direct and Indirect Influencees_ES
dc.typeArticlees_ES


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