This article explores the history of practitioner-based enquiry in education and the degree to which in bridges the gap between leadership research and leadership practice. In doing so it draws on the findings from an evaluation of NCSL's Research Associate Programme. Several key drivers are identified behind the increased interest in practitioner-based enquiry, these being school based curriculum reform, the reconceptualization of the notion of professionalism, increased commitment to continued professional development and greater interest in action research. The article then explores the potential benefits of practitioner enquiry at the individual, school and system levels. It also reviews the potential challenges facing practitioner researchers and the strategies adopted by NCSL in response to these. The article concludes by highlighting the value of practitioner enquiry in encouraging reflection and school leadership is an evidence based profession.
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