Robin Precey, María Jesús Rodríguez Entrena

Abstract: Leadership of schools is seen increasingly by both researchers and policy-makers as an essential element for school improvement and as a vital way to address issues of social justice in schools and ultimately in society. The quality of classroom teaching is rightly the focus for effective education but without its sound leadership it is unlikely to be effective very long. It is argued in this article that transformational and transformative (rather transactional) leadership are both founded on and develop the important yet slippery principle of inclusion. If inclusive leadership is so important to improving the lives of all the adults and children who work in schools, then we need to discover ways in which potential and actual leaders can learn these approaches. A transformational learning Framework explained in this article has underpinned the planning, preparation, facilitation and evaluation of an Erasmus Intensive Programme (IP) ―Leading and Managing Inclusive Education in Europe‖ that has run for three years (from 2008-2010) and has involved some 200 + school leaders and 50 academic and support staff from 5 European Universities. A number of important lessons have been learned and these are explored in this article.

Key words: Transformational, Leadership, Development, International, Evaluation

总 结：

1、学校领导被越来越多的研究人员和决策者认为是作为学校改进的基本要素和重要途径，解决社会公正问题最终在学校和在社会。

2、课堂教学质量是有效的教育重点,但没有良好的领导不太可能长期有效。

3、本文认为,转型和变革(而事务)的领导都是建立在包容原则和开发的重要性上的。如果包容的领导在学校工作中是非常重要的，可以改善所有的成人和儿童的生活,然后我们需要发现潜在和实际领导人可以学习的这些方法。转型学习框架解释在本文中支撑了规划、准备、伊拉斯谟密集的便利化和评估计划(IP)。

来源：WSPÓŁCZESNE ZARZĄDZANIE Feb 2011, p341-359. P70-83, 14p.