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The Show Must Go On: Adapting Leadership Theory in Creative and Performative Education Spaces
Abstract
Creative educational environments demand leadership frameworks that transcend traditional compliance-based models. This chapter explores how school leadership in artistic and performative spaces can evolve through High-Performance Work Systems (HPWS), arts-informed strategies, and team-of-teams approaches. As teaching artists become central to school programming, particularly through partnerships and community-based instruction, their dual roles as artists and educators expose gaps in existing leadership models. This work emphasizes the importance of emotional intelligence, cultural responsiveness, and distributed leadership in supporting creative staff and sustaining meaningful arts education. Drawing on case studies, leadership theory, and arts integration practices, it presents research-based strategies to enhance teacher well-being, student engagement, and organizational innovation. Ultimately, it calls on administrators to reimagine themselves as conductors, guiding creative teams with care, collaboration, and vision.
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