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Context and Capability in Educational Management

This paper attempts four things. First, to develop a discussion around some contextual factors impacting on schools. Second, to make some comments about what `best practice outside education' might mean in relation to educational management. Third, to reflect on issues concerning leadership in the light of the author's belief that `mainstream' educational management has become too preoccupied with what might be called the institutional side of leadership and management to the extent of disregarding or at least under-emphasizing policy and contextual factors. In doing so it risks the accusation that educational management is being too technocratic and mechanistic and pays insufficient regard to values. Fourth, to draw some implications for continuing professional development in a situation of increased central control of this activity.