Leadership attributes that support school improvement: a realist approach
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Description
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.
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ID Code: | 227419 | ||||||||||
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Item Type: | Contribution to Journal (Journal Article) | ||||||||||
Refereed: | Yes | ||||||||||
ORCID iD: |
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Additional Information: | Funding provided from Queensland Department of Education Horizon Grant 2018–2021. | ||||||||||
Measurements or Duration: | 19 pages | ||||||||||
Keywords: | leader attributes, realist approach, school improvement, School leadership | ||||||||||
DOI: | 10.1080/13632434.2021.2016686 | ||||||||||
ISSN: | 1363-2434 | ||||||||||
Pure ID: | 104166700 | ||||||||||
Divisions: | Current > Research Centres > Centre for Justice Current > Research Centres > Centre for Inclusive Education Current > QUT Faculties and Divisions > Faculty of Creative Industries, Education & Social Justice Current > Schools > School of Early Childhood & Inclusive Education |
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Funding Information: | provided from Queensland Department of Education Horizon Grant 2018–2021. Funding provided from Queensland Department of Education Horizon Grant 2018–2021. | ||||||||||
Copyright Owner: | 2021 Informa UK Limited, trading as Taylor & Francis Group | ||||||||||
Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||||||||||
Deposited On: | 18 Jan 2022 01:43 | ||||||||||
Last Modified: | 01 Aug 2024 23:03 |
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