Acknowledgements; Strategy and the principal: Setting the scene; Engaging with the literature: Where are we now?; What do we have here? Putting the literature to the test; Leadership preparation and school-based planning: The Trojan Horse of the state; Lacking a shared vision: Practitioners and the literature on the topic of strategy; Strategy as leadership: An alternate way of seeing; An alternate research programme: The leadership practices of
educational managers; New look strategic leaders or a new look at strategy? What to from here?; References; Index

This book is dedicated to an analysis and synthesis of research on strategy and school leadership, with the ultimate goal of suggesting a new research programme. Each chapter takes up this challenge through different means, resulting in an overview of the construct of strategy within the practice of school leadership. It is hoped that each of these chapters encourages students, practitioners and scholars to continue to investigate this important topic and to undertake the methodological challenges set out to advance our understanding of strategy and school leadership in managerialist times. Despite maintain a primarily scholarly focus - as such a focus is exceedingly important for the advancement of any domain of inquiry - it is also recognised that many of the ideas discussed have profound practical significance for schools and those who lead and manage them. The arguments in this book, particularly those in the latter chapters seek to expand the horizons of scholarship and understanding on the topic of strategy and school leadership. Although this should not be interpreted as a prescriptive call for how further inquiry should be undertaken, it is but one voice in the conversation. The reviews, studies, analysis and proposed research programme of this book argue that the strategies of school leaders are of considerable theoretical and practical importance to schools, the governance of schooling and the behaviour and performance of schools. While this book offers a blueprint for further inquiry, it remains for the reader to accept the challenge. Doing so will enable important new insights into strategy and school leadership.