Foreword [Educational leadership in transition : innovative perspectives and practices for the 21st century, in Malta and beyond]

Abstract

We use the term 'educational leadership' widely and across international settings. It is deemed attractive because it implies a shared commitment to professional collaboration. Educational leaders are identified by their obligation to serve the interests of students and peers throughout their schools. Their professional commitment gives them visibility and we can identify them because of their willingness to learn, take risks, and advocate. This term of 'educational leadership' can frequently be found in policy documents and professional learning initiatives across the globe, but it may not be well understood. Both locally and internationally, there are shared but diverse understandings of this term, and of how it is used in educational communities as attested in educational policies and practices, some of which aim to improve teaching and learning.