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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
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  Data: <searchLink fieldCode="SO" term="%22IAFOR+Journal+of+Education%22"><i>IAFOR Journal of Education</i></searchLink>. 2020 8(4):133-149.
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  Data: 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
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  Data: 17
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  Data: 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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  Data: 2021
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  Data: EJ1279441
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      – Text: English
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        PageCount: 17
        StartPage: 133
    Subjects:
      – SubjectFull: Principals
        Type: general
      – SubjectFull: School Administration
        Type: general
      – SubjectFull: School Effectiveness
        Type: general
      – SubjectFull: Educational Improvement
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Leadership Effectiveness
        Type: general
      – SubjectFull: Transformational Leadership
        Type: general
      – SubjectFull: Change Strategies
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      – SubjectFull: Administrative Principles
        Type: general
      – SubjectFull: Capacity Building
        Type: general
      – SubjectFull: Teacher Empowerment
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      – SubjectFull: Data Use
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      – SubjectFull: Decision Making
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: National Competency Tests
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Secondary Schools
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      – SubjectFull: Teacher Administrator Relationship
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      – SubjectFull: Australia
        Type: general
      – SubjectFull: National Assessment Program Literacy and Numeracy
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      – TitleFull: How Do Principals of High Performing Schools Achieve Sustained Improvement Results?
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