An Australian model of successful school leadership
By Lawrie Drysdale, H. Goode, David Mark Gurr. 2009
92 citations recorded by the source corpus.
Purpose – This paper seeks to demonstrate how the principal was instrumental in turning around an underperforming school by using a leadership style that modelled appropriate behaviour, and which was consultative, conciliatory, inspirational and empathetic, through having a clearly articulated whole‐child‐focused educational philosophy, by building relationships and developing staff, and through displaying a range of appropriate personal qualities such as integrity, high energy, sensitivity, enthusiasm, and persistence.Design/methodology/approach – This was a multiple‐perspective, observational case study that included individual and group interviews with the principal, staff, parents and students, and involved shadowing the principal for a total of three days.Findings – The four themes found in the original study remained important. In addition, the leadership of the assistant principal, and increasingly that of teachers working in teams, were important for success. During the study it became obvious tha...
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/21e334e028ca4aaec1818e3307df9f98ff164b0d
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- Key Stakeholders' Perceptions of Effective School Leadership (2012, background): “…a difference in students’ learning are led by effective leaders who make a significant and measurable contribution to the effectiveness of staff and in the learning of pupils in their charge (Bosker, 1997; Drysdale et al., 2009; Leithwood et al., 2008; Scheerens and Teddlie and Reynolds, 2000).”