Academic literature on the topic 'School principals – Australia'
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Journal articles on the topic "School principals – Australia"
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Wildy, Helen, and John Wallace. "School Leadership Development in Western Australia: An Impact Study." Journal of School Leadership 5, no. 3 (May 1995): 248–71. http://dx.doi.org/10.1177/105268469500500304.
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This paper reports an impact study of the Western Australian School Leadership Program, an innovative leadership development program for principals, deputy principals and heads of department of elementary and secondary government schools in the state of Western Australia. Approximately half of the people in promotional positions in state government schools had participated in the program at the time of the study. Perceptions of the nature and extent of change in leader practice as a result of involvement in the program were sought from all program participants using a questionnaire and a series of case studies. A design feature of the study was that participants were asked to select a colleague with whom they worked closely to give their perceptions of the nature and extent of change. It was found that the program was perceived to have an impact on leader behavior in schools. This effect was enhanced when a number of leaders from the same school participated in the program.
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Drysdale, Lawrie, Jeffrey Bennett, Elizabeth T. Murakami, Olof Johansson, and David Gurr. "Heroic leadership in Australia, Sweden, and the United States." International Journal of Educational Management 28, no. 7 (September 2, 2014): 785–97. http://dx.doi.org/10.1108/ijem-08-2013-0128.
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Purpose – The purpose of this paper is to draw from data collected as part of the International Successful School Principalship Project (ISSPP) and present cases of democratic and heroic leadership from three countries, discussing to what extent successful school principals in each of their research sites (Melbourne, Australia; Umeå, Sweden; Arizona and Texas in the USA) carry old and new perspectives of heroism in their leadership. In particular the paper explores two questions: first, how do school principals describe aspects of heroic and post-heroic leadership in their practices? and second, how do these heroic and post-heroic leadership practices meet contemporary demands such as accountability standards and build inclusive and collaborative school communities in challenging contexts? Design/methodology/approach – Multiple-perspective case studies involving semi-structured individual and group interviews with principals, teachers, students, parents and school board members were used to understand the contribution of principals and other leadership to school success. Findings – The definitions of heroic and post-heroic leadership are inadequate in defining successful principal leadership. The Australian, Swedish and American principals showed characteristics of both heroic and post-heroic leadership. They showed heroic qualities such as: inspiring and motivating others; challenging the status quo; showing integrity in conflicting situations; putting duty before self; taking risks to champion a better way; showing courage to stand up to those in authority; advocating for students in struggling neighbourhoods under the scrutiny of both district and public expectations; and, showing uncommon commitment. Yet our principals showed post-heroic leadership such as involving others in decision making and recognising that school success depended on collective effort, and being sensitive to community needs through a deep respect for the local culture. Originality/value – The research shows that we may need to redefine and recast our images of who school principals are today, and what they do to generate academic success for students. Both heroic and post-heroic images of leadership are needed to explain successful school leadership.
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Wood, Paul, David Evans, and Ilektra Spandagou. "Attitudes of Principals Towards Students With Disruptive Behaviour: An Australian Perspective." Australasian Journal of Special Education 38, no. 1 (April 25, 2014): 14–33. http://dx.doi.org/10.1017/jse.2014.5.
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This paper reports on the attitudes of 340 government primary principals from New South Wales, Australia, towards the inclusion of students with disruptive behaviours in schools. Principals’ attitudes were examined using the Principals and Behaviour Survey (PABS), a new composite measure built upon a foundation of existing validated surveys on attitudes towards the inclusion of students with disabilities. Principal component analysis identified 3 components that were used as variables for correlations with a range of demographic characteristics, such as age, qualifications, experience, school size and location. School size and the number of students with a diagnosed mental health condition in the school had a small relationship with principals’ attitudes. From the analysis of data from the emotional response scale, it was found that principals’ emotions about inclusion were less positive towards students with disruptive behaviour than towards students with sensory, physical or intellectual disabilities. Overall, principals appeared to hold dichotomous positions in regard to the benefits of inclusion, viewing it as beneficial for students with disruptive behaviour but not for their peers. However, principals who held more positive views were consistently more positive across all measures.
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Dimmock, Clive, and John Hattie. "Principals' and Teachers' Reactions to School Restructuring." Australian Journal of Education 38, no. 1 (April 1994): 36–55. http://dx.doi.org/10.1177/000494419403800103.
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There have been relatively few studies that have gauged the thoughts, reactions and expectations held by those working in schools towards decentralisation and restructuring of school systems. This study investigates the views held by a sample of principals and teachers in Western Australia of the likely effects of restructuring on changing roles and responsibilities, actual and desired outcomes, changing power and influence relations, personal values, and difficulties in meeting new expectations. Both principals and teachers predicted that decentralisation and devolution would increase their workloads and broaden their roles. Principals would require more human and technical management competencies; teachers would assume more non-teaching duties. Notwithstanding difficulties and drawbacks, principals and teachers believed that restructuring would lead to better, more effective, and more efficient schools.
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Duncan, Jill, and Renee Punch. "Building Inclusive Education Workforce Capability: School Principals’ Perceptions of Roles and Responsibilities." Australasian Journal of Special and Inclusive Education 45, no. 1 (February 26, 2021): 62–75. http://dx.doi.org/10.1017/jsi.2021.2.
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AbstractInclusive education workforce capability is the ability of the education workforce to meet individual student learning needs, regardless of educational context. In this study, we investigated the perceptions of 12 principals in Australian education settings on their views about roles and responsibilities related to the workforce’s preparedness for inclusive education. We used thematic analysis to identify 9 major themes and 3 subthemes across the 3 roles about which participants were asked: the principal’s role, the system’s role, and the teacher registration boards’ role. The findings indicated a number of areas of concern for these principals about ensuring the capability of the education workforce in the context of extensive student diversity. In summary, results indicated that principals, systems, and teacher registration boards each have a role in building inclusive education workforce capability, with a coordinated effort more likely to bring Australia closer to its pledge of inclusive education for all students.
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Cranston, Neil. "The Impact of School-Based Management on Primary School Principals: An Australian Perspective." Journal of School Leadership 10, no. 3 (May 2000): 214–32. http://dx.doi.org/10.1177/105268460001000301.
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This article reports research on the impact of the implementation of school-based management on primary schools and their principals in Queensland, Australia. A qualitative case study approach was employed, with individual and focus group interviews being the major data collection method. The findings illustrate that, as in systems elsewhere where school-based management has been introduced, the impact on schools and principals has been significant. Increasing demands are being made on principals to lead their communities through the change process and facilitate cultural change while at the same time responding to greater accountability demands from the system. Educational leadership has largely given way to managerial activities. Implications for policy, practice, leadership theory, and further research are discussed.
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Leechman, Gareth, Norman McCulla, and Laurie Field. "Local school governance and school leadership: practices, processes and pillars." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1641–52. http://dx.doi.org/10.1108/ijem-12-2018-0401.
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Purpose The purpose of this paper is to investigate the processes and relationships between school councils and school leadership teams in the local governance of 18 independent, faith-based schools in New South Wales, Australia. Design/methodology/approach A three-phase, mixed-method research design was used incorporating development of a conceptual framework for local school governance drawn from current literature, face-to face interviews with chairs of school councils and principals, and a subsequent survey of school council members and within-school leadership teams. Findings Noting a lack of research into the practices and processes of school council operations and their interface with school leadership, the study identified five key areas that were seen to be foundational to the effectiveness of local governance. Research limitations/implications The study contributes an Australian perspective to an international need to better understand local governance arrangements in school leadership and management. Practical implications At a practical level, the study provides valuable insights to principals, and to those aspiring to the role, on the nature of the relationship between the school council and school leadership teams. Social implications The study responds to a marked increase internationally in local governance arrangements for schools by way of school councils or boards. Originality/value A review of literature reveals that, somewhat surprisingly, there has been relatively little research undertaken in this key area of leading and managing schools.
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Singh, Michael Garbutcheon, Leo Bartlett, Leonie Rowan, Trevor Gale, and Philippa Roylance. "Moves to Restructure the Work of Principals, of Teaching, and Human Resource Management." Journal of School Leadership 7, no. 1 (January 1997): 69–91. http://dx.doi.org/10.1177/105268469700700104.
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This paper argues that efforts to reform and to restructure education systems in Australia, and indeed many school systems throughout the Western world, are not only changing the nature of principals’ work, but in turn are changing the nature of teaching. In particular, the changes require principals to have a sound knowledge-base in the area of human resource management (HRM). Based on research into system expectations concerning principals’ work, the paper examines the implications this has for principals and the knowledge they now need to be successful human resource managers. The paper provides an account of current Department of Education policies intended to change public schools throughout Queensland (Australia). These policies are then linked to micro-reform and restructuring at local and regional levels through the idea of competence related to functions of HRM. Specific reference is made to restructuring strategies for changing the configuration of school staffing, job redesign for teacher aides, and the creation of cluster schools. Resistances to these initiatives are noted. The key political features of delegation, managerialism, reduced public sector expenditure, and school-industry links are discussed in the context of these initiatives. The practical implications for the work of principals are raised briefly in the conclusion. In addition, attention is given to the need for educators to investigate further the knowledge and skills that professional development programs might offer principals concerning human resource management so as to give them some power to respond effectively to these changing circumstances.
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Cranston, Neil, Bill Mulford, Jack Keating, and Alan Reid. "Primary school principals and the purposes of education in Australia." Journal of Educational Administration 48, no. 4 (July 6, 2010): 517–39. http://dx.doi.org/10.1108/09578231011054743.
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Peddell, Lewes, David Lynch, Richard Waters, Wendy Boyd, and Royce Willis. "How do Principals of High Performing Schools Achieve Sustained Improvement Results?" IAFOR Journal of Education 8, no. 4 (November 27, 2020): 133–49. http://dx.doi.org/10.22492/ije.8.4.08.
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Education systems across the globe have enacted national testing regimes to monitor and report student achievement progress as an outcome of teaching performance. This paper reports on an investigation of strategies that Principals of high achieving schools use to achieve school results, based on NAPLAN reports (the National Assessment Program in Australia) and interpreted via the Alignment, Capability and Engagement (ACE) model of organisational readiness. Our findings identified specific Principal behaviours, actions and attitudes as necessary for effective school-wide improvement programs, as well as the existence of commonly shared strategies and approaches that help to explain why these particular Principals have been successful in their pursuit of school improvement. These include a shared vision for improvement, use of data-driven decision making, and building positive, “transparent” relationships to encourage teacher buy-in. Importantly, these findings identified “organisational readiness”, a foundational principle of the ACE model, as a fundamental requisite to effective school improvement.
Dissertations / Theses on the topic "School principals – Australia"
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Gillan, Kevin P. "Teaching principals : Educational restructuring and transformational leadership." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/879.
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The restructuring of. the Education Department of Western Australia (EDWA) since 1987 has seen the devolution and decentralisation of administrative responsibilities from the central education authority to schools. The onset of an era of educational restructuring has significantly changed the work of primary school principals. They have become responsible for the transformation of schools from a bureaucratic form of organisation to ones that are characterised by school based decision-making and management. The new form of organisation is intended to sustain a process of continuous school improvement. As well as managing change there has also been an expectation for principals to provide educational leadership. School decision-making and management appears to have intensified the work of the principal. The schools of EDWA offer a special opportunity to study the way in which principals who have increased responsibility for managing change and establishing school based decision making and management have responded to the challenge of leadership. In the research literature theories of transformational leadership have been viewed by several researchers and perhaps education authorities as a desirable form of leadership. According to this view transformational leadership may enhance school based decision-making and management during a period of educational restructuring. This study considers the case of the teaching principal in EDWA primary schools. The focus of the research is to establish the extent to which principals who are successful in managing school improvement during a period of educational restructuring are using transformational leadership practices. Leithwood's (1994) synthesis of transformational leadership practices is used to conceptualise the way.in which principals attempt to do their work. The qualitative study used a sample of three teaching principals who were reported as being successful in managing change. The study focussed on whether teaching principals had been able to make use of opportunities to demonstrate any or all of the dimensions of transformational leadership. This research comprised a pilot study followed by the main study. The participants in both studies were selected using a purposive sampling technique to maximise variation. The pilot study involved three teaching principals from country and city schools. Three teaching principals and two teachers from each of their schools in both city and country areas participated in the main study. In each study data were collected using a semi - structured interview schedule. Principals and teachers in the main study were asked the same questions as a means of obtaining data triangulation. The findings of the study suggested that educational restructuring had compressed the amount of time in which teaching principals had to complete their educationalleadership1 administrative and teaching work. This resulted from an intensification of the principals' work. The findings indicated that many of the practices in Leithwood's (1994) synthesis of transformational leadership are being used and are relevant to the leadership of teaching principals during an era of restructuring. However, the study found some limitations of the model as it applied to the Western Australian context. These appeared in the dimension of developing a widely shared vision. It was found that in the Western Australian context the operationalisation of developing a widely shared vision in a school was obstructed due to a centralised. focus on objectives and outcomes.
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Fittock, Simon. "The socialisation of early career principals in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2309.
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This research aimed to investigate and understand the socialisation of early career principals in Western Australian public schools. It is widely acknowledged that school principals are critical in the successful education of students and delivering on this is seen to be the core purpose of the role. It is evident that the development of effective principals has great value. As a result, the socialisation of principals during the formative early career stage, whereby they learn the necessary knowledge, skills and understandings of the role, is important in the educational experiences of students. Due to the impact principals have on student learning, research into the socialisation of early career principals holds significance.
The Department of Education (DoE) is the largest employer of school principals in Western Australia. DoE see effective leadership as a key priority and is committed to the development of effective principals through the provision of professional learning. In the past, research (including Clarke et al., 2011; Gurr et al., 2014; Wildy & Clarke, 2008a, 2008b) has reported that Western Australian early career principals have faced many complex challenges during their socialisation. Much of this research was conducted over 10 years ago and it is problematic that the topic of principal socialisation in Western Australia has received little attention since. My research sought to address this problem by providing a current insight and investigate the extent of which the findings from previous studies are still relevant. Furthermore, this research provided an opportunity to investigate whether DoE’s professional learning provision had addressed the challenges faced by early career principals as suggested by previous studies.
The participant cohort for this research was comprised of seven early career principals of Western Australian public schools. The participants were located in multiple regions across the state of both metropolitan and rural areas. This research used a qualitative methodology because it aimed to develop an understanding of the meanings that the participants attached to their experiences. To gain this understanding, individual semi-structured interviews were used as the data collection method.
Findings from the data suggest that during the initial stages of their career, the participants felt unprepared, unqualified and isolated. Unpreparedness came from a lack of understanding of what the principalship would entail and inexperience in school management tasks. The feeling of being unqualified emerged from an increase of focus in the area of school management in comparison to other roles the participants had held prior to becoming a principal. Feelings of isolation were evident as a result of being an outsider to the school community and, for the rural participants, the geographical location. The significance of this study can be seen in the alignment between its findings and with those of previous studies. The findings also have provided a current insight into the challenges faced by early career principals and the type of support they perceive to be most beneficial. This information could be seen to be valuable to DoE and their ongoing provision of professional learning to early career principals.
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Hughes, Eleanor Maree. "Entry planning : a key aspect in preparing for school leadership in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/928.
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Through my work in various contexts, as a senior leader, a curriculum improvement officer, a deputy principal, a project manager for professional learning and now as principal, I recognised from experience and dabbling in research that there were gaps in professional learning offered to aspirant and beginning secondary school principals in the public system. Undertaking research in this field would either confirm or refute my theory that support for secondary principals through professional learning in the Western Australian Department of Education was limited. The premise that quality leadership enhances quality teaching was a driver in establishing my goal, which is to inform and influence the system to better support secondary principals in public schools in Western Australia. Therefore, this is a unique study of beginning principal preparation in the public secondary education sector in Western Australia. The specific purpose of the study was to investigate the level of preparation undertaken by new and experienced principals for their role and to explore to what extent entry planning could assist in the preparation for principalship.
A comprehensive literature review was undertaken and to date the majority of the literature investigates the challenges facing beginning principals and how well prepared they felt they were to meet those challenges. Clarke, Wildy and Styles (2011) argue that:in educational settings where generations of school principals have taken up their appointments without any prior preparation, who have learned to do the job while on the job, and whose professional development has been driven mainly by their own initiative, it is unlikely that incumbents have an understanding of what might have been different for them in their work had they experienced a formal preparation program prior to appointment. (p. 174)
The study sought to ask questions of practitioners that would either validate the global research or support the view of Clarke, Wildy and Styles. The findings were consistent between the literature and the case studies. The participating principals articulated the components of effective principal preparation programs and they have a keen desire to see these implemented in support of public education in Western Australia.
The study found that professional learning and preparation for secondary principals in the public sector is adhoc, and often developed, or not, at the personal level. There were three main findings: effective principal preparation can reduce the perceived complexity of the role and therefore minimize the expectations experienced by the beginning school principal; formal implementation of informal learning opportunities such as mentoring, coaching and networking can reduce the drift from the profession; and that entry planning has a significant effect in assisting in preparation for the principalship. Principals from a range experience, from 18 months to 20 years, agree that a systemic, coordinated approach would more adequately prepare secondary principals for the complexity of expectations from local, state and national perspectives, and encourage aspirant school leaders to move into the principalship during a time when a predicted shortage in the teaching profession is making the role even more complex.
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Fontaine, Samuel G. "An evaluation of the orientation program for newly appointed Catholic primary principals." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1054.
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The structure and operation of Catholic schools in Western Australia have been in a process of change since the early 1970’s. Prior to 1971, most Catholic primary schools were administered by religious orders and much of the religious character of the school reflected the charisma of the particular religious order that operated the school. In the Year 2000 most Catholic primary schools former part of a state-wide system in which the Catholic Education Office (CEO) plays a major administrative and co-ordinating role.
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Jericho, Adrienne John, and n/a. "Perceptions of Principal Appraisal: Experience in Australian Lutheran Schools." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040919.113840.
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This study was an investigation into participant perceptions of principal appraisal in Australian Lutheran schools where a national, systematic appraisal process for principals, entitled Principal Appraisal for Development (PAD), has been in place since 2000. The study group for the investigation consisted of fifteen principals, ten chairpersons of school councils and two district directors, all of whom had been involved in the process. The literature review indicated that whilst there was substantive scholarly writing on the purpose and methods of principal appraisal, there was a lack of recorded research on the experience and longer term outcomes of appraisal. Accordingly, the focus of the study was an examination of participant perceptions of the experience and impact of appraisal. The study's theoretical underpinning was symbolic interactionism and it adopted a qualitative approach to answer the central research question: What are principal and governing council chairperson perceptions of the efficacy of principal appraisal processes in Australian Lutheran schools? Data for the study were gathered through focus group and individual qualitative interviews. In addition, documents associated with the appraisal process were obtained for analysis. The data were then analysed using grounded theory methods, leading to the generation of three theoretical propositions. The first proposition was that the efficacy of principal appraisal depended on the completion of an explicit process that followed six clearly defined and understood steps; the second: that five perceptions of the efficacy of the appraisal process could be identified amongst participants; and the third: that the role played by key players in a spirit of trust in the process and in one another facilitated perceptions of efficacy in the appraisal process. Furthermore, the context in which the process took place, the actual purpose of the process and the nature of responses by participants emerged as key factors in each proposition. In particular, these factors determined whether the appraisal process advanced through the six defined stages required to ensure meaningful, long-term development for the principal, which of the perceptions of efficacy of the process for development was held by participants, and the extent to which trust in one another and in the process was evident. From these propositions eight statements that describe the experience of study participants were identified. These comprised: their belief that a development purpose must have priority in appraisal for perceptions of efficacy of the process; credible messages needed to emerge from the appraisal process for perceptions of its efficacy; appraisal needed to be perceived as a complex process of change involving meaning-making; principal as agent and initiator in the appraisal process facilitated perceptions of efficacy; a supportive and improvement-oriented environment for professional development was associated with perceptions of efficacy of the process; professional development of the principal needed to be perceived as a complex process; trust in the process and in one another was necessary for perceptions of appraisal's efficacy; and appraisal was recognised as having outcomes that may distract from development. These findings have specific implications for the policy and practice of principal appraisal in Lutheran schools, especially as PAD is reviewed. The findings also have application to other appraisal settings and generated key questions to assist in developing, implementing and evaluating principal appraisal systems. The study also indicated that those involved in the appraisal process need to think through how appraisal, development and accountability are related. These concepts are important and legitimate, and are to be both separated and recognised in any employment context. The study found that appraisal that resulted in development was a complex process of change involving shifts to meaning and behaviour. Such a process needed to be supported through an environment of trust with an improvement focus. The study has indicated that appraisal for development needs to be informed more fully by an understanding of the professional development literature. In summary, the study has contributed to an understanding of the place of appraisal in the learning and development of school principals.
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Deece, Alan T., University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "Secondary school organisation : a view through the lens of a principal." THESIS_CAESS_EDU_Deece_A.xml, 2004. http://handle.uws.edu.au:8081/1959.7/583.
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The research articles presented in this portfolio originate from questions and concerns about the organization, leadership and practices of government secondary schools in NSW. There are presently 395 high schools and 66 central schools providing secondary education in government schools (DET, 2004 Directory, p.55). Of these high schools, 98 are specialised in some way – selective, performing arts, sports, technology, senior and multi campus (Vinson, 2002, p. 126). Over one quarter of schools are now specialised in some way, leaving just under 300 comprehensive high schools. Of these, 30 are single sex. The Department of Education and Training in NSW now says that it does not offer a system of comprehensive high schools, but a comprehensive system of high schools (Vinson, 2002, p.127). The specific focus of the research is to examine how NSW government secondary schools came to be where they are today. Change in secondary schools from both the systemic and school level is examined. The issue of the selection of a school by parents and students is also considered. And finally, development of an initial learning culture in a new high school was also a focus for researchDoctor of Education (D. Ed.)
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McEvoy, Francis Joseph, and res cand@acu edu au. "How is Religious Leadership Understood and Practised by Principals in Catholic Secondary Schools in South Australia?" Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp125.25102006.
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This thesis explores the religious dimension of the role of the principal in the Catholic Secondary Schools of South Australia. The study is set in the context of a complex and changing environment. Society is becoming increasingly secular, and religious values are on the wane. The role of the principal has become progressively more encumbered by government regulation and policy and an increased level of accountability for a wide range of school outcomes, many of these outside the core purposes of the school (Fullan, 2003). In Catholic schools, the numbers of the professed religious men and women, traditionally the backbone of those schools, has declined dramatically in the last two decades and lay persons have taken over from members of religious congregations as principals in most Catholic Secondary Schools in South Australia This represents a paradigm shift in leadership in the Catholic schools. It has resulted in an increased focus from within both the Church and the Catholic Education System on the essential Catholic nature of those schools, and the role of the Principal in nurturing and managing this. The study found that principals had a deep sense of the importance of this dimension of their role, but that they felt a real need for more support and formation, especially in the scriptural and theological aspects of leadership. Most felt pressured by the ‘normal’ routine of principalship, and were looking for ways to ‘make time’ for reflection in order to better ground their actions and decisions in the core values of the schools, the System and the Church. As a result of this research, a series of recommendations are offered to Church and System authorities, to principals and to those aspiring to be principals in the Catholic Secondary Schools in South Australia. These relate to professional practice in such areas as defining the nature of the Catholic schools, and recognizing their particular charisms; developing leadership succession strategies and preparation courses for aspiring leaders; exploring alternative approaches to the principal selection process, and developing a mentoring program and professional support networks.
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Cheung, Chun-ming, and 張俊明. "New roles of school principals in school-based management reform: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961502.
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Chalmers, Ronald F. "An evaluation of the deputy principals' leadership development program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1133.
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The Deputy Principals' Leadership Development Program (DPLDP) was researched and developed by the Calgary Board of Education from 1983 to 1987. It was conducted for the first time in Western Australia when deputy principals from schools in the Narrogin Education District participated in the program during the period 1989-91. This study is an evaluation of the DPLDP. It was designed to determine whether there is justification for the continued use of the program as a means of enhancing the instructional leadership capacities of deputy principals in the Narrogin Education District. This research is located within the naturalistic paradigm. It can best be described as a qualitative case study based mainly upon ethnographic methods of data collection. The organisation and analysis of the data, however, was structured largely by utilising Stufflebeam's CIPP (context, input, process, product) framework of program evaluation and a typology of instructional leadership developed from a review of the literature. This typology presents instructional leadership as a process based on three components: vision, information and action. The data for this evaluation was collected during a twenty two month period between April 1989 and November 1990. A variety of data gathering techniques was used. In depth, semi-structured interviews and participant observations generated most of the data. Document analysis and unstructured, informal interactions provided supplementary material. Data validation formed an integral component of the research design. A thorough and wide-ranging validation process involving the participants was utilized to check the accuracy and relevance of the research findings. The major conclusions of the study, that emerged within the CIPP framework of program evaluation and the typology of instructional leadership, were: 1. Participation in the DPLDP leads deputy principals to examine their role in schools, and builds a commitment to their role as instructional leaders. 2. The DPLDP has the potential, more than other available programs examined, to meet the professional development needs of deputy principals in key areas associated with instructional leadership. 3. Collegial support is the single most important element of the DPLDP for the development of deputy principals as instructional leaders. 4. The DPLDP can be implemented successfully in the Narrogin Education without significant modifications. Based on these results, and other subsidiary findings of the study, it was concluded that, on balance, there is justification for the continuation of the DPLDP in the Narrogin Education District.
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Elliott, C. S. "Leadership and Change in Schools : the Case of District High Schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1990. https://ro.ecu.edu.au/theses/1676.
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The focus of the research was on the manifestation of leadership that emerged in one district high school in Western Australia undergoing both imposed and self-determined change. Given the phenomena, which were deemed to involve complex human behaviour, a decision was made to locate the research within the naturalistic paradigm. The research was established in the “bounded case study” mode in which the school was regarded as an instant draw from a class within which issues would be discovered the described and studies in order to achieve understanding. A second district high school was used as a reference point from which developments in the case study school might be judged. A bounded case study of a second district high school as its school development plan was ratified by the district superintendent, was conducted. The school development plan was considered to be the product of the changes this school had undergone. A three phase research design was adopted in order to formulate research questions and procedures, undertake trialing and collect data. Data was collected by formal and informal interviews, direct observations and weekly three day visits to the case study school and periodic visits to the reference school. The Principal of the later school was used as an “external auditor” for the data analysis and interpretations. Data were analysed using a data content analysis system based upon a single frame of reference - interventions - and a preliminary categorization taxonomy developed as an initial conceptual framework. Data were ‘mapped” using two techniques based on chronologies of action and events (interventions) and leadership approach. Analysis of data indicated that the cultural difference between the secondary, upper primary and junior primary sections of district high schools should be taken into account when change is implemented in those schools. A clear and unambiguous definition of the tasks, functions and powers of district superintendents and principals of self-determining schools within the reform Ministry of Education should be developed so that conflicting understandings by Ministry of Education staff no longer exist. To develop a non-adversary relationship with principals, district superintendents should move from the use of legitimate and coercive power bases and use export and referent power. A system of professional support for principals, independent of the Ministry of Education hierarchy, should be implemented at Education District level. A principal need not exhibit all of the levels of leadership in the proportions suggested by Sergiovanni (1984) to aspire to be the principal of an excellent school, so long as the aggregate of the leadership behaviour in the school includes leadership in all levels, in the proportions suggested. In situations where individuals are permitted by peers to exercise leadership roles, their behaviour will not be consistent with that suggested by Sergiovanni (1984), as constituting excellent leadership. Effective leadership is fluid. As subordinates expectations vary, as they become more familiar with the task, an effective leader will monitor the situation and make fine adjustments to exert the necessary coordinations, control and motivation of staff. Individuals in leadership positions will vary their behaviour in response to situations where there is actual conflict or the potential for conflict. Individuals in leadership positions will vary their behaviour to accommodate changes in their perception of the flexibility of the task. The potential for conflict exists when the cultural situation changes. This conflict will, most often, be between “tribal” groups created on the bases of social, shared and vested interests. In cases where the tasks traditionally performed at executive or managerial levels, such as by deputy principals, the individuals at that level will be subject to diminished legitimate power and become without roles.
Books on the topic "School principals – Australia"
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1953-, O'Donoghue T. A., ed. Innovative school principals and restructuring: Life history portraits of successful managers of change. London: Routledge, 1997.
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V, Hansen Ian, ed. Feminine singular: A history of the Association of Heads of Independent Girls' Schools of Australia. South Yarra, Vic: Hyland House, 1989.
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Sarra, Chris. Good Morning, Mr Sarra: My Life Working for a Stronger, Smarter Future for Our Children. University of Queensland Press, 2013.
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Sarra, Chris. Good Morning, Mr Sarra: My Life Working for a Stronger, Smarter Future for Our Children. University of Queensland Press, 2013.
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Sarra, Chris. Good Morning, Mr Sarra: My Life Working for a Stronger, Smarter Future for Our Children. University of Queensland Press, 2013.
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Sarra, Chris. Good Morning, Mr Sarra: My Life Working for a Stronger, Smarter Future for Our Children. University of Queensland Press, 2022.
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Sarra, Chris. Good Morning, Mr Sarra: My Life Working for a Stronger, Smarter Future for Our Children. University of Queensland Press, 2022.
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Lemon, Andrew. Master Gardener: A Biography of T. R. Garnett. Hardie Grant Books, 2018.
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Dimmock, C. A. J., and T. A. O'Donoghue. Innovative School Principals and Restructuring: Life History Portraits of Successful Managers of Change. Taylor & Francis Group, 2005.
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Dimmock, C. A. J., and T. A. O'Donoghue. Innovative School Principals and Restructuring: Life History Portraits of Successful Managers of Change. Taylor & Francis Group, 2005.
Find full textBook chapters on the topic "School principals – Australia"
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Gurr, David, Daniela Acquaro, and Lawrie Drysdale. "The Australian Context: National, State and School-Level Efforts to Improve Schools in Australia." In Evidence-Based School Development in Changing Demographic Contexts, 133–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_10.
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AbstractAustralia, like many countries, has a history of colonisation and extensive controlled and humanitarian immigration, with this shifting from an Anglo-Celtic emphasis to include, in succession, an emphasis on migrants from Europe, Asia and Africa. This chapter provides several perspectives on evidence-based school development in this changing context. The first focus is on national school-wide improvement initiatives: IDEAS (Innovative Designs for Enhancing Achievements in Schools), which utilises professional learning communities to improve student outcomes; and PALL (Principals as Literacy Leaders) which provides principals with literacy and leadership knowledge to support teachers to improve student reading performance. The second perspective explores the state level through considering work at the Melbourne Graduate School of Education in terms of evidence-based teacher training through the development of a clinical teaching model, and evidence-based school improvement through the Science of Learning Schools Partnership. The final perspective is at the school level, where the development of two schools in challenging contexts are described: the first a school formed from the closure of three failing schools; the second a school that was at the point of closure when the current principal was appointed to turn-it-around.
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Gurr, David, and Lawrie Drysdale. "Australia: The Principal as Leader – A Review of Australian Principal Research, 2006–2013." In A Decade of Research on School Principals, 187–209. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23027-6_10.
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Díaz, Adriana, Marisa Cordella, and Fabiane Ramos. "Resistance to Monoligualism: School Principals and Head of Languages’ Voices on Factors that Promote and Deter Languages Education in Queensland, Australia." In Language Learning in Anglophone Countries, 485–502. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56654-8_24.
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Drysdale, Lawrie, Helen Goode, and David Gurr. "Sustaining School and Leadership Success in Two Australian Schools." In How School Principals Sustain Success over Time, 15–37. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1335-2_2.
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Bayetto, Anne, and Tony Townsend. "Principals as Literacy Leaders (PALL): Leading Learning by Improving Instructional Practices in Australia." In Instructional Leadership and Leadership for Learning in Schools, 269–97. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23736-3_11.
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Ylimaki, Rose M., David Gurr, Lawrie Drysdale, and Jeffrey V. Bennett. "Successful school principals in Australia and the US: Findings from an international study." In Educational Leadership: Global Contexts and International Comparisons, 273–301. Emerald Group Publishing Limited, 2009. http://dx.doi.org/10.1108/s1479-3679(2009)0000011012.
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b, a. "Australia – The developing principal." In Leading Schools Successfully, 1–2. Taylor & Francis, 2013. http://dx.doi.org/10.4324/9780203740309-17.
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Chapman, Judith D. "The School Principal in Australia." In Advancing Education, 102–9. Routledge, 2018. http://dx.doi.org/10.4324/9781351040662-10.
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Mehorter, Bronwyn. "Teacher Learning and Effective Professional Development." In Cross-Disciplinary Approaches to Action Research and Action Learning, 153–73. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2642-1.ch009.
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Action Learning has been and is regularly implemented within Australian schools as a platform for teacher professional development and professional learning. The following chapter reports on a decade-long association between one Australian government primary school, an Academic Partner and the process of Action Learning. Initially, Action Learning was implemented in 2005 in the form of a small-scale, more traditional Action Learning project; In 2009, Action Learning was then modified and stretched to involve the whole school's teaching, support and executive staff; In 2013, the principles of Action Learning were extended as the school executive and teaching staff began to take ownership over their own learning. This case study demonstrates that Action Learning can be implemented on a school-wide basis for the effective professional development of the whole school's teaching and executive staff. Recommendations are made for similar schools who are considering extending Action Learning across the whole school.
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Moyle, Kathryn. "Aligning Practice and Philosophy." In Open Source Technology, 1744–62. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7230-7.ch088.
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The educational use of digital technologies such as mobile devices, computers, and the Internet are progressively replacing pens, books, and the physical spaces known as libraries. Both online synchronous and asynchronous learning modes are emerging as part of the learning styles used with children physically attending schools. Consequently schools and school districts deploy various sorts of software applications to meet the range of teaching, learning, and management functions they perform. As leaders of schools, principals have heightened responsibilities concerning the philosophical directions of schools, as well as aligning the uses of technologies across all facets of their organizations. Set against the backdrop of Australian experiences, this chapter sets out to canvas some of the less considered factors that ought to be taken into account when schools select software applications. Gaining congruence between school philosophies and the technologies used, often-time means open source software ought to be a preferable solution to closed, proprietary software. This argument is justified from pedagogical and management perspectives. Furthermore, it is argued that making informed decisions before adopting the use of a particular technology requires that school leaders understand the educational and technical demands of that technology, and also have a socially-critical understanding of technologies in education and in society more generally. Finally, it is argued that if school principals are willing to consider open source software solutions, the options for teaching and learning with technologies and the strategies for managing the infrastructure of the school in robust and cost effective ways, opens up.
Conference papers on the topic "School principals – Australia"
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Tripses, Jenny S., Ilze Ivanova, Jūratė Valuckienė, Milda Damkuvienė, and Karmen Trasberg. "Baltic Social Justice School Leaders." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.33.
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Social justice school leadership as a concept, while familiar in the United Kingdom, Australia, New Zealand, Canada, and the United States school leadership literature, is not widely recognized in other parts of the world. Social justice school leadership appropriately differs from one culture to another and is always context-specific to a particular school setting, great organization structure or country. However, social justice is a necessary and fundamental assumption for all educators committed to combating ignorance and the promotion of student global citizenship as a central theme of school practices. The purpose of this study was to provide understandings of ways that selected social justice school leaders from three countries; Lithuania, Latvia, and Estonia conceive of and practice social justice in leading their schools. The manuscript describes how six Baltic directors, identified by local educators on the basis of research conducted by the International School Leaders Development Network (ISLDN) as social justice school leaders, responded to interview questions related to their practice. Four directors were Latvian and one each from Lithuania and Estonia. Limitations to the study include basing conclusions upon a single (or in one case, several) interview(s) per subject and limitations on generalizability of qualitative exploratory case study. By definition, every case study is unique, limiting generalizability. Interviews were thematically analyzed using the following definition: A social justice school leader is one who sees injustice in ways that others do not, and has the moral purpose, skills, and necessary relationships to combat injustice for the benefit of all students. Findings reveal strong application of values to identify problems based on well-being of all students and their families and to work collaboratively with other educators to find solution processes to complex issues related to social justice inequities. As social justice pioneers in their countries, these principals personify social justice school leadership in countries where the term social justice is not part of scholarly discourse.
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Razeed, Abdul, and Thea Werkhoven. "Design and development of a large Business School core interdisciplinary unit to foster blended learning during the pandemic." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0138.
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The paper provides a process and design overview of a large Master of Commerce unit (from hereon referred to as 'The Unit') at a University in Australia. The skills flowing from a creative and analytical mindset have been noted as crucial in the future. The Unit develops these two mindsets as complimentary by taking a multidisciplinary approach to curriculum design. By outlining the theoretical frameworks applied in the curriculum design and development and the approaches to teaching and learning, especially during the Pandemic, it is hoped that other academics and learning design teams will be able to draw inspiration that they can apply to their contexts. It is possible that the challenges that have arisen during this process may be applicable and have been experienced by other teaching teams in higher education institutions and certainly during the emergence of online learning during the Pandemic. This paper first discusses the approach we took in the curriculum design, informed by the Scholarship of Teaching and Learning (SoTL) Principles and Biggs' 3P's model of teaching and learning. The paper then focuses on design principles utilised to create the online learning management system for students.
Reports on the topic "School principals – Australia"
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.
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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.
Full textAbstract:
Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, July 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.
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The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).