| TABLE OF CONTENTS | 8 |
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| FOREWORD | 12 |
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| PREFACE | 14 |
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| CHAPTER 1: THE MEANING OF OUT-OF-FIELD TEACHING FOR EDUCATIONAL LEADERSHIP: If We Just Knew… | 19 |
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| INTRODUCTION | 19 |
| A BOURDIEUSIAN STANDPOINT ON SCHOOL LEADERSHIP | 24 |
| MAPPING THE SCHOOL LEADERSHIP FIELD | 25 |
| DEFINITIONS OF CONCEPTS | 26 |
| A SURVEY TOOL: INFORMATION FOR SCHOOL-LEADERS | 27 |
| SUMMARY | 28 |
| CHAPTER 2: SEEKING ANSWERS IN LITERATURE: Is “The Office” an Obstacle for Effective Leadership? | 30 |
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| INTRODUCTION | 30 |
| MISCONCEPTIONS ABOUT THE OUT-OF-FIELD PHENOMENON ARE WIDESPREAD | 31 |
| PRESSURE ON SCHOOL LEADERSHIP | 34 |
| IMPLICATIONS OF OUT-OF-FIELD PLACEMENTS FOR TEACHERS AND SCHOOL LEADERSHIP | 36 |
| Awareness of the Realities of Out-of-Field Teaching | 36 |
| Recruitment Challenges and Related Workforce Stability | 39 |
| Restricting Effective Leadership | 41 |
| DEFINING QUALITY TEACHING | 42 |
| Out-of-Field Teaching and Teacher Quality | 44 |
| TEACHING CHARACTERISTICS AND THE LEARNING ENVIRONMENT | 45 |
| PRODUCTIVITY AND OUT-OF-FIELD TEACHING | 46 |
| SCHOOL-LEADERS’ EFFECTIVENESS WITHIN THE OUT-OF-FIELD PHENOMENON’S SPACE | 47 |
| THE OUT-OF-FIELD PHENOMENON’S INFLUENCE ON TEACHERS AS PROFESSIONALS | 48 |
| THE OUT-OF-FIELD PHENOMENON AND TEACHERS AS RESOURCE INVESTMENTS | 49 |
| Influence on Empowerment and Support Programs | 49 |
| INTER-RELATIONS BETWEEN LITERATURE REVIEWED AND THE STUDY | 52 |
| THE IMPORTANCE OF KNOWING FOR SCHOOL LEADERSHIP | 54 |
| BUILDING HEALTHY SCHOOL COMMUNITIES | 55 |
| CHAPTER 3: LOOKING THROUGH DIFFERENT LENSES: Evidence-Based Information Improves Healthy School Communities | 61 |
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| INTRODUCTION | 61 |
| SCHOOL-LEADERS’ ACCOUNTABILITY TO THE SCHOOL COMMUNITY | 64 |
| EMPATHY AND TRUST BUILD THE SCHOOL COMMUNITY | 66 |
| THE OUT-OF-FIELD PHENOMENON, COLLABORATION AND THE MEANING FOR SCHOOL COMMUNITIES | 67 |
| LEADERS’ ROLE IN BUILDING A HEALTHY COMMUNITY | 70 |
| SUMMARY | 72 |
| CHAPTER 4: TURNING THE TEACHING WORKFORCE AND WORKPLACE AROUND WITH OPEN DISCUSSIONS | 75 |
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| INTRODUCTION | 75 |
| LEARNING FROM ACTUAL EXPERIENCES | 75 |
| Perceptions about School Leadership: Ivory-Tower Aestheticism | 77 |
| The School Budget versus Classroom Pedagogies? | 81 |
| Parents: Information about Out-of-Field Teaching on a Need-to-Know Basis? | 83 |
| Respect for the “Knowledgeable Other” in the Classroom | 85 |
| School Leadership Teams and the Workplace Climate | 86 |
| The Lifeworld, The “Workplace” of Out-of-Field Teachers: Smoke-and-Mirrors? | 88 |
| Human Capital Management: Adapt, Transform, Redeploy—Because It Matters? | 93 |
| Expectations, Utilisation and Deployment: Suitably Versus Unsuitably Qualified Teachers | 95 |
| Feelings of Failure: “Whose Problem Is It to Manage?” | 97 |
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