Leading for learning: Reflective management in EFL schools


THEORY INTO PRACTICE, vol.45, no.2, pp.187-196, 2006 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 45 Issue: 2
  • Publication Date: 2006
  • Doi Number: 10.1207/s15430421tip4502_11
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.187-196
  • Çanakkale Onsekiz Mart University Affiliated: No


Around the world there are many schools where native speakers of other languages study English as a foreign language (EFL). In this article, I introduce a school-based reflective management model (SBRM) for such EFL schools. The model centers on creating a learning community where all changes involve reflective learning and growth for students, teachers, and principals. The model's 3 distinct concepts-learning, teaching, and leading-are mutually supportive. This model particularly offers a theoretically grounded framework for school-based reflective management and new roles for students, teachers, and principals by drawing on 4 bodies of literature (leading for learning, school-based management, creating a reflective learning community in EFL contexts, and reflective teaching and learning). In this model, reflective management is used to describe the concept that teachers, principals, and students should be leaders and learners.