How school leaders navigate the priority school support review process: an Australian case study

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH School Leadership & Management Pub Date : 2022-05-19 DOI:10.1080/13632434.2022.2071862

Rebecca Spooner-Lane, Nerida Spina, S. Carrington, M. Kimber, Kate E. Williams

引用次数: 0

Abstract

ABSTRACT In Australia, policy makers demand school leaders focus on raising student achievement levels when planning and implementing a school improvement (SI) plan. This paper explores the SI process for two Australian primary schools deemed to be underperforming and underwent a priority school support review (PSSR). In this study, 2 principals and members of their leadership team and 10 teachers across 2 schools were interviewed to explore how they experienced the PSSR process at different stages of the review process. Two assistant regional directors assigned to supporting the two schools during the PSSR process were also interviewed. The findings suggested that initially, school principals wondered how a PSSR would impact the morale of teaching staff already working hard to support student outcomes. However, as the schools progressed through the process, the principals’ perspectives shifted to see the PSSR as a valuable process for building leadership and teacher capacity and improving student outcomes.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

学校领导如何引导优先学校支持审查过程:一个澳大利亚的案例研究

在澳大利亚，政策制定者要求学校领导在规划和实施学校改进(SI)计划时关注提高学生的成绩水平。本文探讨了两所被认为表现不佳的澳大利亚小学的科学探究过程，并进行了优先学校支持审查(PSSR)。本研究以2所学校的2位校长及其领导团队成员和10位教师为访谈对象，探讨他们在检讨过程的不同阶段如何体验PSSR过程。另外还采访了指派在社会安全战略进程中支助这两所学校的两名助理区域主任。研究结果表明，最初，学校校长想知道PSSR会如何影响已经努力工作以支持学生成绩的教师的士气。然而，随着学校在这一过程中的进展，校长们的观点转变为将PSSR视为建立领导能力和教师能力以及提高学生成绩的宝贵过程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.