@inbook{c581edfd669d4c78ad075e99205ea4c6,
title = "Conceptualising the 'leadership' in leadership in education",
abstract = "Leadership has taken hold of education, with leadership-speak becoming part and parcel of the education vernacular. But the problem with a vernacular language is that it becomes second-nature, undemanding, and carelessly applied; as words start to be bandied about casually, meanings become arbitrarily determined, and the parameters that separate one concept from another become blurred. Addressing such issues as they apply to the educational leadership field, this chapter sketches out an outline conceptual analysis of leadership, incorporating consideration of understandings and interpretations of leadership that are evident in the field{\textquoteright}s vast literature. Consistent with the critical approach to scholarship running through this handbook, the chapter{\textquoteright}s overarching purpose is to contribute to the educational leadership field{\textquoteright}s epistemic development by challenging mainstream perspectives and accepted norms, before then suggesting a different way, going forward. That {\textquoteleft}different way{\textquoteright} is proposed as a new research agenda that bypasses leadership and focuses, instead, on influence",
keywords = "conceptual clarity, definitions of leadership, definitional precision, construct validity, critical leadership studies, social influence",
author = "Linda Evans",
year = "2023",
month = nov,
day = "19",
language = "English",
isbn = "9781800880412",
series = "Elgar Handbooks in Education",
publisher = "Edward Elgar",
pages = "16--29",
editor = "Philip Woods and Amanda Roberts and Meng Tian and Howard Youngs",
booktitle = "Handbook on Leadership in Education",
address = "United Kingdom",
}