International Encyclopedia of Education

Research from Professor Christopher Day have been published as chapters of the International Encyclopedia of Education (Fourth Edition). 

Teachers willingness and ability to teach to their best and well: the person in the professional 

Christopher Day

Abstract

Over the years, there has been a growing acknowledgment of the complex factors and contexts which teachers must navigate over a career if they are to learn, develop, and sustain “good” teaching. Researchers have focused variously upon the influence of biography, identity, policy, culture, organization, leadership, and moral purpose on teachers' beliefs, purposes and practices. This article will seek to bring these strands together in order to discuss their effects, and how the extent to which they are managed by teachers and their school leaders influences their willingness and ability to teach to their best and well.

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Research on successful school leadership

Christopher Day, Jingping Sun, Christine Grice

Abstract

This article provides a critical synthesis of what selected research has shown internationally about who effective and successful school leaders are and what they do in order to achieve and sustain success in a range of school contexts, within and across national jurisdictions. It focuses on the most significant models, frameworks and pathways, and international research projects identified by researchers as furthering understandings of leadership, differentiating between those who are “effective” and “successful”. Alongside this, the article highlights the importance of acknowledging the influence of broader national cultures and schools as complex adaptive systems, and suggests a need for more sophisticated multi-level, multi-perspective research.

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