An approach to the concept of leadership for learning. What, who, how and where of the leadership for learning

INTRODUCTION. The improvement of learning results is a challenge faced by the schools in light of the standardization and accountability movements that are present nowadays. The transformational leadership models have proved to be inefficient at solving these issues; for this reason, the instructional leadership movement has been reactivated and the academic leadership models are being recognised again as key instruments in order to achieve the learning standards and objectives required at an international level. Nevertheless, it is necessary to take into account that the instructional leadership model, that was popular in the 1980s, has been transformed in a more powerful leadership model, which is now called leadership for learning. This model is based on collaborative and distributed proposals for leadership that enrich and surpass the traditional instructional leadership model. METHOD. The article performs an approach to leadership for learning, identifying its roots and clarifying its foundations, and aiming to clearly determine its meaning and give cause for reflection on this leadership model. RESULTS. The reflection is finally aimed at facilitating a deeper understanding of the model of leadership for learning, clarifying how, where and who carries out this model of leadership. DISCUSSION. As a conclusion and implication, a professionalization of the Schoolheads is demanded in the line of leadership for the learning presented in the article, which, unlike the notion of directional and solitary instructional leadership, is conceived as a collaborative model and based on distributed leadership processes.