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Journal article
Leadership attributes that support school improvement: a realist approach
School Leadership & Management, Vol.42(2), pp.151-169
2022
Abstract
School improvement reforms aimed at achieving improved student learning remain high on the agenda for leaders across the globe. The purpose of this paper is to understand the leadership attributes that enable school leaders to bring about positive change. This qualitative study is based on interviews with school leaders (school principals and their deputy principals) and focus groups of six teachers in two case study schools. A realist approach is used to understand how leadership attributes spark related social mechanisms that lead to improved outcomes. Data analysis generated four leadership attributes: (1) valuing diversity, (2) support for staff, (3) collaborative leadership style, and (4) valuing teachers' professional learning. Each of these was found to have influenced decision-making and sentiment, which generated positive school improvement outcomes in the two case study schools. These findings have the potential to contribute to professional learning which can improve understanding of how leadership attributes in context bring about school improvement.
Details
- Title
- Leadership attributes that support school improvement: a realist approach
- Authors
- Suzanne Carrington (Corresponding Author) - Queensland University of TechnologyNerida Spina (Author) - Queensland University of TechnologyMegan Kimber (Author) - Queensland University of TechnologyRebecca Spooner-Lane (Author) - Queensland University of TechnologyKate E. Williams (Author) - Queensland University of Technology
- Publication details
- School Leadership & Management, Vol.42(2), pp.151-169
- Publisher
- Routledge
- Date published
- 2022
- DOI
- 10.1080/13632434.2021.2016686
- ISSN
- 1364-2626; 1363-2434
- Grant note
- Funding provided from Queensland Department of Education Horizon Grant 2018–2021.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99990897602621
- Output Type
- Journal article
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