This paper draws upon previous work of the authors on the construct of pedagogical leadership (Male and Palaiologou 2011) which critically reviews models of learning-centred leadership for self-determining educational organisations in England (i.e. those with a large degree of control over their own destiny and in vogue during the closing decades of the previous century) and argues for a more holistic approach to educational leadership based on pedagogical knowledge and understanding. In developing the case for pedagogical leadership in education we focus on key elements of education administration, such as the centrality of relationships, teaching and learning, and building communities of learning in a digital age.  On the basis of this discussion, it will be argued that, in education contexts, knowledge is the most important element.  Knowledge is grounded in experience or in reason and as such Pedagogy is the key epistemological base addressing this (referred to in this article as the ‘episteme’). Thus, leaders in education contexts should be concerned with the development of their episteme – Pedagogy – and to be more concerned with pedagogical leadership in education than with models of learning-centred leadership promulgated through the current body of literature, as well as through the actions of central government agencies.

This paper aims to present the findings of interviews and observations being held with formal leaders in early years settings, primary schools and secondary schools. During these interviews all participants were asked to discuss their views about the characteristics of leadership, learning communities, how they work with other agencies, team work and collective leadership, family participation in decision making and the concept of knowledge in terms what counts as knowledge in their  learning environments. 

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