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Abstract The literature on schools has emphasised the importance of leadership for the effectiveness of institutions. Effectiveness has largely been defined in terms of the academic success of students in standardised tests. Although it has been well established that students of certain minority ethnic backgrounds do not achieve as well as their peers, the literature has failed to address effectiveness in relation to this issue. Discussions of school leadership have therefore neglected to examine the specific challenges for leaders in multi-ethnic contexts and the qualities necessary to reverse the trend of underachievement among identified groups. This article examines the notion of effectiveness and of effective leadership, and attempts to delineate some of the qualities of leadership necessary for success in multi-ethnic contexts.
Maud Blair (Sat,) studied this question.