People have to be guided to contribute to goals with zeal and confidence. “Zeal is ardor, earnestness and intensity in the execution of work; confidence reflects experience and technical ability.” The ability to influence the behaviour of others is known as leadership. Leaders exploit human potential and transform it into output.

Leadership is a process by which a person influences others to accomplish an objective and directs the organisation to make it cohesive and coherent. It is the ability to build confidence and zeal among people and create an urge to be led. It inspires confidence and support among group members to achieve the organisational goals.

Leadership is the process by which an executive imaginatively directs, guides and influences the work of others in choosing and attaining specified goals, by mediating between individuals and the organisation in a manner that both obtain maximum satisfaction. Dynamic and effective leadership leads an organisation towards success.

“A leader is one who conducts, acts as a guide to others in action or opinion, one who takes the lead in any enterprise or movement, one who is ‘followed’ by disciples or adherents, the most eminent member of a profession, a person of eminent position and influence.”

The idea that schools can impact positively on student outcomes is a crucial driver in the rise of interest in school improvement research and practice.

The features, strategies and principles underpinning growth of students.

From exclusion to inclusion

With a specific focus on children with special educational needs (SEN), this practice addresses the forms of classroom practice that can help all children to participate. The practice particularly focuses on elements of inclusive education and the implications for schools and school leaders.

Effective teaching

Teachers are one of the key elements in any school and effective teaching is one of the key propellers for school improvement. This review is concerned with how to define a teacher’s effectiveness and what makes an effective teacher. It draws out implications for policymakers in education and for improving classroom practice.

School self-evaluation for school improvement

School self-evaluation can be a fundamental force in achieving school improvement. This review establishes what the key debates are in relation to school self-evaluation, what principles and processes are associated with it, and what the implications are for school self-evaluation as a means of leading school improvement.

The School believes in a strong leadership apart from the Team Work and Team Spirit in place. A belief, focused approach with a great vision are the assets of a Leadership.

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