Teachers and the Practice of Leadership: Enabling Change for Transformation and Social Justice

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David Frost (University of Cambridge, UK) Judy Durrant (Canterbury Christ Church University, UK)

Teachers and the Practice of Leadership

Enabling Change for Transformation and Social Justice

David Frost (University of Cambridge, UK), Judy Durrant (Canterbury Christ Church University, UK), Val Hill (retired Headteacher, Hertfordshire Secondary School, UK) , Gary Holden

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Hardback

Forthcoming
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English

Routledge
04 August 2025

Social discrimination; Social work; Educational strategies & policy; Organisation & management of education; Teacher training

Driven by the pursuit of social justice and quality in education, this inspirational book offers an alternative vision of leadership in education. It argues that teachers, regardless of status or position, should be empowered to exercise leadership in the pursuit of educational change and improvement.

Drawing from over three decades of practical experience and research in initiating and supporting non-positional teacher leadership in more than 20 countries, the authors make a persuasive case for the value of empowering teachers as agents of change. Chapters demonstrate the practical benefits that come from empowerment such as the development of innovative practice in classrooms and schools, the transformation of professional cultures in schools, an enhanced sense of agency and self-efficacy for teachers, and vibrant knowledge building in educational systems. As well as implications for policy and practice, the book includes a guide to practical strategies for improvements in educational provision and the quality of learning in schools. Downloadable guidance material and workshop tools, applicable to a wide variety of international contexts, are available online, free of charge.

Essential reading for teachers, school leaders and policymakers with responsibility for educational leadership, the book will also be of use for scholars and students of educational reform, as well as administrators working in school improvement and educational policy.

This book has been made available as open access under a CC-BY-NC-ND license; please note that the support materials are available under a separate CC-BY-NC-SA license.

By: David Frost (University of Cambridge UK), Judy Durrant (Canterbury Christ Church University, UK), Val Hill (retired Headteacher, Hertfordshire Secondary School, UK), Gary Holden, Amanda Roberts (University of Hertfordshire, UK)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm,
Weight: 453g
ISBN: 9781041032731
ISBN 10: 1041032730
Pages: 146
Publication Date: 04 August 2025
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Hardback
Publisher's Status: Forthcoming

1. An overview of this book 2. Being a teacher: identity and professionality 3. Change in education: the teacher’s role 4. Educational leadership: mobilising capacity 5. Strategies for enabling teacher-led change 6. Transformation for social justice: the evidence 7. Creating the conditions for teacher-led change 8. A pedagogy for teacher empowerment

David Frost is Emeritus Fellow at Wolfson College, Cambridge, UK. He founded and directed HertsCam Network which provided support for teacher leadership in schools in the UK and internationally. Judy Durrant was a schoolteacher before leading postgraduate courses and school development projects at Canterbury Christ Church University, UK for nearly three decades. Val Hill is a former assistant headteacher of a Hertfordshire secondary school and has coordinated the HertsCam Network. Gary Holden has worked as a teacher, headteacher, academy trust CEO, local authority adviser and school inspector in a career spanning almost 40 years. Amanda Roberts has been a school principal, an academic and university senior leader. She is currently developing innovations in the field of palliative care.