Article
Educational leaders increasingly rely on evidence-informed decision-making to improve teaching, learning and organisational performance. However, existing educational leadership literature provides limited guidance on how diverse forms of educational evidence can be systematically translated into coherent organisational systems that sustain continuous improvement. This paper proposes the Bosman CARE Framework, a conceptual educational leadership framework that integrates evidence-informed leadership, organisational learning, systems thinking and implementation science into a structured process of evidence-informed organisational design.
The framework conceptualises educational leadership as a continuous cycle of Collect, Analyse, Respond and Evaluate (CARE), enabling leaders to transform diverse educational evidence into coherent organisational action. Rather than presenting another leadership style, the framework provides a practical process through which educational leaders design, implement and continuously refine organisational systems that support teaching, learning, professional collaboration and student wellbeing.
Drawing upon contemporary scholarship in educational leadership, organisational learning and school improvement, the paper examines the theoretical foundations of the framework, outlines each stage of the CARE cycle and discusses its implications for evidence-informed leadership. The Bosman CARE Framework contributes to educational leadership scholarship by providing a structured organisational process that integrates established theories into a coherent model for sustainable school improvement. The paper concludes by identifying opportunities for empirical validation across diverse educational contexts.
Keywords: evidence-informed leadership; educational leadership; organisational design; school improvement; implementation fidelity; organisational learning; educational evidence.
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