Critical practice leadership in post-compulsory education

Abstract

This article questions why leaders in post-compulsory education tend not to view leadership research positively or utilise it in improving their practice. Drawing on the theoretical literature of educational management and leadership, and the current political and economic context of post-compulsory education, it proposes a new direction of critical practice leadership informed by advanced practitioner research. Challenging assumptions about leadership practice and leadership research creates an opportunity for an ethical and practical perspective for leadership practitioners and a distinctive contribution to the field of leadership theory and research by resisting the false dualism between theory and practice.