I am interested in how instutional contexts affects our practices in school settings? In my case for example, vision is developed following the vision of the Ministry, distirbuted leadership is understood as distributing the formal tasks to staff etc. It is not easy to analyse all my concepts. In this regard, your advice is so presigious. Thank you in advance.
The business, financial, governance, historical, media, political, regulatory, and other dimensions that frame an organization's institutional context bear on what leadership styles are favored but this does not mean individuals are helpless and must sit on their hands. Irrespective of whether an organization operates in the private, public, or third sector, there is plentiful scope for leadership in context: every one can lead him- or herself (self-context), lead a colleague (one-on-one context), lead in teams (one-to-many context), lead in internal and external alliances (alliance context), lead in the wider organization (organizational context), and on occasion perhaps even lead beyond it (supra-system context).
If leaderships want to be comfortable and properly evaluated at any time after entering society, then you will not have time to soak up the sun during your studies at school. In the enterprise widely circulated a maxim is "busy autumn harvest busy autumn seed, study, learn and then learn."
It mostly depends on the countries policies and procedures and their ethical systems
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