Journal article
Custom-designed and safe-space coaching: Australian beginning principals supported by experienced peers form pipeline of confident future leaders
School Leadership and Management, Vol.39(2), pp.145-174
2019
Abstract
Transition from teacher to principal involves both a technocratic response based on 'yearning for certainty' that requisite leadership skills will be learned, and a critically-reflexive approach to adopting a new professional identity (Crow and Møller 2017. "Professional Identities of School Leaders across International Contexts: An Introduction and Rationale." Educational Management and Leadership 45 (5): 749-758, 750). Globally, the maintenance of pipelines of confident and capable principals is a priority, but principal preparation programmes have often been described as decontextualised and inadequate (Cheung and Walker 2006. "Inner Worlds and Outer Limits: The Formation of Beginning School Principals in Hong Kong." Journal of Educational Administration 44 (4): 389-407). Consequently, without opportunity to develop leadership strategies and reflect critically with a trusted mentor, newly-appointed principals often leave the role prematurely (Marks 2013. "Leadership Succession and Retention: It's Time to Get Serious about a Principal Retention Policy." Leading and Managing 19 (2): 1-14). This Australian study aimed to evaluate the effectiveness of a Queensland Department of Education and Training coaching programme for beginning principals, designed to secure future quality leaders. A custom-built philosophy incorporated support from local master principals and a high degree of autonomy. One-on-one interviews with programme participants confirmed that: enduring professional relationships resulted from a safe-space approach; knowledge and understanding of the Australian Professional Standards for Principals (AITSL 2014. Australian Professional Standard for Principals and the Leadership Profiles. Canberra: Australian Government) increased; and feelings of empowerment and control of leadership situations accelerated. For the benefit of leadership pipelines worldwide, new principals in other contexts may be energised to continue with the complex role of being effective school leaders through similar, autonomous and peer-supported programmes.
Details
- Title
- Custom-designed and safe-space coaching: Australian beginning principals supported by experienced peers form pipeline of confident future leaders
- Authors
- Susan E Simon (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and EngineeringShelley Dole (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and EngineeringYvonne Farragher (Author) - University of the Sunshine Coast
- Publication details
- School Leadership and Management, Vol.39(2), pp.145-174
- Publisher
- Routledge
- Date published
- 2019
- DOI
- 10.1080/13632434.2018.1470502
- ISSN
- 1363-2434
- Organisation Unit
- School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99451111602621
- Output Type
- Journal article
Metrics
608 Record Views
InCites Highlights
These are selected metrics from InCites Benchmarking & Analytics tool, related to this output
- Web Of Science research areas
- Education & Educational Research
- Management
UN Sustainable Development Goals (SDGs)
This output has contributed to the advancement of the following goals:
Source: InCites