Leadership attributes that support school improvement: a realist approach

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2021-12-29 DOI:10.1080/13632434.2021.2016686

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

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引用次数: 4

Abstract

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.

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支持学校改进的领导属性:现实主义方法

旨在改善学生学习的学校改进改革仍然是全球领导人议程上的重要议题。本文的目的是了解领导的属性，使学校领导带来积极的变化。本定性研究基于对两所案例研究学校的学校领导(校长及其副校长)和六名教师的焦点小组的访谈。一种现实主义的方法被用来理解领导力属性如何激发相关的社会机制，从而导致改善的结果。数据分析得出四个领导属性:(1)重视多样性，(2)支持员工，(3)协作式领导风格，(4)重视教师的专业学习。研究发现，这些因素都影响了决策和情绪，从而在两所案例研究学校中产生了积极的学校改善结果。这些发现有可能有助于专业学习，这可以提高对领导属性如何在上下文中带来学校改进的理解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.