[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-32289":3,"doc-seo-32289":27},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"file_id":15,"file_url":16,"file_type":17,"file_size":18,"view_count":4,"is_deleted":4,"is_public":19,"is_downloadable":19,"audit_status":19,"page_count":20,"language":21,"language_code":22,"table_of_contents":23,"faqs":24,"seo_title":13,"seo_description":14,"update_tm":25,"read_time":26},32289,1374391974468,"Eden","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",8,"Research & Report","Instructional Leadership in Greek and English Outstanding Schools","Examines instructional leadership (IL) in outstanding secondary schools under two education systems: centralized Greece and partially decentralized England. Uses a qualitative exploratory design with four case studies guided by an interpretivist paradigm, combining semi-structured stakeholder interviews, observation of leadership practices and meetings, and analysis of macro- and micro-policy documents to strengthen triangulation. Results show IL operates beyond principals, with shared and distributed leadership shaped by system constraints: administrative-principal expectations in Greece versus shared/distributed IL opportunities created by England’s decentralization.","cbCaitBXgtG0ZK7R","https://ap.wps.com/l/cbCaitBXgtG0ZK7R","pdf",159446,1,19,"English","en","# Abstract\n## Purpose and Approach\n## Findings\n## Originality/Value","[{\"question\":\"What is the study’s primary purpose?\",\"answer\":\"To examine how instructional leadership (IL) operates in outstanding secondary schools in centralized Greece and partially decentralized England.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A qualitative exploratory design used four qualitative case studies with semi-structured interviews, observations of leadership practices and meetings, and scrutiny of macro and micro policy documents.\"},{\"question\":\"What key findings compare Greece and England?\",\"answer\":\"Both contexts show IL involves shared and distributed leadership, but system constraints differ: Greek schools reflect official expectations that principals act administratively, while England’s decentralization enables shared and distributed IL roles among school actors.\"}]",1781044385,48,{"code":4,"msg":28,"data":29},"ok",{"site_id":30,"language":22,"slug":31,"title":13,"keywords":32,"description":14,"schema_data":33,"social_meta":84,"head_meta":86,"extra_data":88,"updated_unix":25},105,"instructional-leadership-in-greek-and-english-outstanding-schools","",{"@graph":34,"@context":83},[35,52,66],{"@type":36,"itemListElement":37},"BreadcrumbList",[38,42,46,49],{"item":39,"name":40,"@type":41,"position":19},"https://docshare.wps.com","Home","ListItem",{"item":43,"name":44,"@type":41,"position":45},"https://docshare.wps.com/document/","Document",2,{"item":47,"name":12,"@type":41,"position":48},"https://docshare.wps.com/document/research-report/",3,{"item":50,"name":13,"@type":41,"position":51},"https://docshare.wps.com/document/instructional-leadership-in-greek-and-english-outstanding-schools/32289/",4,{"url":50,"name":13,"@type":53,"author":54,"headline":13,"publisher":56,"fileFormat":59,"description":14,"dateModified":60,"datePublished":60,"encodingFormat":59,"isAccessibleForFree":61,"interactionStatistic":62},"DigitalDocument",{"name":9,"@type":55},"Person",{"url":39,"name":57,"@type":58},"DocShare","Organization","application/pdf","2026-06-09",true,{"@type":63,"interactionType":64,"userInteractionCount":4},"InteractionCounter",{"@type":65},"ViewAction",{"@type":67,"mainEntity":68},"FAQPage",[69,75,79],{"name":70,"@type":71,"acceptedAnswer":72},"What is the study’s primary purpose?","Question",{"text":73,"@type":74},"To examine how instructional leadership (IL) operates in outstanding secondary schools in centralized Greece and partially decentralized England.","Answer",{"name":76,"@type":71,"acceptedAnswer":77},"How was the research conducted?",{"text":78,"@type":74},"A qualitative exploratory design used four qualitative case studies with semi-structured interviews, observations of leadership practices and meetings, and scrutiny of macro and micro policy documents.",{"name":80,"@type":71,"acceptedAnswer":81},"What key findings compare Greece and England?",{"text":82,"@type":74},"Both contexts show IL involves shared and distributed leadership, but system constraints differ: Greek schools reflect official expectations that principals act administratively, while England’s decentralization enables shared and distributed IL roles among school actors.","https://schema.org",{"og:url":50,"og:type":85,"og:title":13,"og:site_name":57,"og:description":14},"article",{"robots":87,"canonical":50},"index,follow",{"doc_id":7,"site_id":30}]