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School leadership is now an education policy priority around the world. Increased school autonomy and a greater focus on schooling and school results have made it essential to reconsider the role of school leaders. There is much room for improvement to professionalise school leadership, to support current school leaders and to make school
leadership an attractive career for future candidates. The ageing of current principals and the widespread shortage of qualified candidates to replace them after retirement make it imperative to take action. Improving School Leadership, Volume 1: Policy and Practice explains why school
leadership has become a key policy priority and sets out four policy levers which, taken together, can contribute to improve school leadership and school outcomes. The book is based on an OECD study of school leadership around the world, with the participation of Australia, Austria, Belgium (Flemish and French Community), Chile, Denmark, Finland,
France, Hungary, Ireland, Israel, Korea, The Netherlands, New Zealand, Norway, Portugal, Slovenia, Spain, Sweden and the United Kingdom (England, Northern Ireland and Scotland).
Each of these 22 education systems prepared a detailed background report analysing national approaches to school leadership. In addition, five case studies on school leadership focusing on system improvement and training and development complement the comparative work by providing examples of innovative practice (published in a companion volume, Improving School Leadership, Volume 2: Case Studies on System Leadership). In this way, we were able to collect the information necessary to compare country developments and adopt an innovative and forward-looking approach to policy making
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