'Leadership' is increasingly used phraseology by public service governors. So too are beliefs 'leadership' can improve outcomes. Leadership is a contested term. Those governing are not always clear of desirable nor effective approaches. In Scottish education, 'distributed leadership' became omnipresent lexicon following national/international reports. Uncontested policy rhetoric filtered into practice. It has since been critiqued. Alternatives haven't yet penetrated policy or practice. Using inductive processes, this paper proposes 'cooperative learning' principles, devised by North American academics to enhance school classroom pedagogical practice, as potential leadership, management and administration model. Cooperative principles emerged following macro-level conflict and considering how, at micro-levels (in classrooms), group cohesion could improve thus avoiding fragmentation/conflict. 'Cooperative Learning' inspired educators. At macro-level, its potential is vast. 'Cooperative leadership' may reflect leaders working practice realities; enhance leadership thinking, support development and aid reflection. The 'Cooperative Leadership' model could develop new leadership thinking and practice in the public interest.
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