Beschreibung:
<jats:p>This article develops the empirically backed normative argument that ideally school leadership should be shared among staff, but the extent of sharing that is justifiable in practice depends on diverse contexts and consequent risks—especially for headteachers— that may inhere in the endeavour to share leadership. Findings are discussed of research into senior management teams (SMTs) in British primary schools showing how the heads variably shared leadership by setting parameters for teamwork. A model is put forward which links interaction between heads and other SMT members according to their belief in a management hierarchy and in equal contribution with different levels of team synergy. A contingent approach to sharing leadership is justified on the basis of this model and implications for training identified.</jats:p>