How Do Principals of High Performing Schools Achieve Sustained Improvement Results?
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| Title: | How Do Principals of High Performing Schools Achieve Sustained Improvement Results? |
|---|---|
| Language: | English |
| Authors: | Peddell, Lewes, Lynch, David, Waters, Richard, Boyd, Wendy, Willis, Royce |
| Source: | IAFOR Journal of Education. 2020 8(4):133-149. |
| Availability: | International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Principals, School Administration, School Effectiveness, Educational Improvement, Academic Achievement, Leadership Effectiveness, Transformational Leadership, Change Strategies, Administrative Principles, Capacity Building, Teacher Empowerment, Data Use, Decision Making, Foreign Countries, National Competency Tests, Elementary Schools, Secondary Schools, Teacher Administrator Relationship |
| Geographic Terms: | Australia |
| Assessment and Survey Identifiers: | National Assessment Program Literacy and Numeracy |
| ISSN: | 2187-0594 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1279441 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 2187-0594 |
