Redefining Educational Leadership in Central Asia

Mir Afzal Tajik is an Associate Professor and Director PhD Program at Nazarbayev University Graduate School of Education, Kazakhstan. Tsediso Michael Makoelle is currently the Vice Dean for Research and Professor at Nazarbayev University, Kazakhstan.

• Part 1: Secondary School Leadership Perspectives Chapter 1. Leadership Context; Mir Afzal Tajik Chapter 2. Educational leadership in post-Soviet Kazakhstan: Historical evolution and reconceptualization of leadership; Mir Afzal Tajik and Rauan Yesselbayev Chapter 3. Educational leadership: Secondary education perspectives from Kazakhstan; Tsediso Michael Makoelle Chapter 4. Fundamental educational reforms shaping school leadership in Kazakhstan; Lyazat Turmukhambetova and Tsediso Michael MakoelleChapter 5. Exploring the development of teacher leadership in Kazakhstan: Results from two successive studies; Gulmira Qanay and Matthew Courtney Chapter 6. Kazakhstani perceptions of educational leadership and culture; Maganat Shegebayev, Aisham Seitova, and Sazali Yusoff Chapter 7. Kazakhstani principals’ views on equity in gifted education programs; Galiya Daulet and Janet Helmer Chapter 8. Myths and realities of school development planning: Kazakhstani principals’ and teachers’ perspectives; Assemgul Bukutova and Mir Afzal Tajik Part 2: Higher Education Leadership Perspectives Chapter 9. Higher education leadership in contemporary Central Asian contexts; Martha Merrill Chapter 10. Academic leadership and navigating changes: The case of Kazakhstan’s higher education leadership; Aida Sagintayeva Chapter 11. Higher education reforms and policy context: Implications for leadership in Kazakhstan; Peter Shon Chapter 12. University leaders’ performance in the higher education system of Kyrgyzstan; Chynarkul Ryskulova Chapter 13. Leadership Lessons from the Great Steppes of Central Asia: Opportunities, Obstacles, and the Way Forward; Mir Afzal Tajik and Tsediso Michael Makoelle

This book makes an important contribution to developing and diversifying the study and practice of educational leadership beyond its Anglo-Saxon roots, to emergent contexts in central Asia. It provides a significant step towards making school and higher education leadership more global, through the research and scholarship presented in this volume.