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Characteristics of a Josephite Approach to Education Evident in the Leadership Practices of Principals and Their Leadership Teams

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Title: Characteristics of a Josephite Approach to Education Evident in the Leadership Practices of Principals and Their Leadership Teams
Language: English
Authors: Catherine Mead, Shane Lavery (ORCID 0000-0001-6626-0073), Dianne Chambers (ORCID 0000-0002-3852-6425)
Source: British Journal of Religious Education. 2025 47(3):268-281.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Principals, Instructional Leadership, Leadership Styles, Religious Education, Religious Factors, Catholic Schools, Transformational Leadership, Lay People, Institutional Mission, School Administration, Educational Quality, Teaching Methods, Administrator Attitudes, Religious Schools, Elementary Secondary Education, Foreign Countries
Geographic Terms: Australia
DOI: 10.1080/01416200.2024.2405728
ISSN: 0141-6200
1740-7931
Abstract: Considering the ageing and decreasing numbers in teaching religious orders, it is necessary for lay people to continue their mission within order-based Catholic schools. This study explores in what ways the characteristics of a Josephite approach to education were evident in the leadership practices of principals and their leadership teams in six Australian schools in the Josephite tradition. Literature is initially reviewed regarding three types of leadership models used by principals and their leadership teams -- transactional, transformational and transcendental. The research design is then explained, including the epistemology of constructivism, the research participants, data collection and data analysis. Results are presented under four themes: coherency between mission tradition and practice; educational excellence and rigour; serving families and forming community; and the relevance of Josephite principles in 21st Century education. This research is significant as it examines the situation that a vast majority of teaching religious orders are experiencing and identifies ways to strengthen the principal and leadership team's awareness of the tradition espoused by the order. The study also has wider relevance as other teaching religious orders transition to a lay leadership within schools.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473681
Database: ERIC
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  Value: <anid>AN0185658082;ga401jun.25;2025Jun05.06:04;v2.2.500</anid> <title id="AN0185658082-1">Characteristics of a Josephite approach to education evident in the leadership practices of principals and their leadership teams </title> <p>Considering the ageing and decreasing numbers in teaching religious orders, it is necessary for lay people to continue their mission within order-based Catholic schools. This study explores in what ways the characteristics of a Josephite approach to education were evident in the leadership practices of principals and their leadership teams in six Australian schools in the Josephite tradition. Literature is initially reviewed regarding three types of leadership models used by principals and their leadership teams – transactional, transformational and transcendental. The research design is then explained, including the epistemology of constructivism, the research participants, data collection and data analysis. Results are presented under four themes: coherency between mission tradition and practice; educational excellence and rigour; serving families and forming community; and the relevance of Josephite principles in 21st Century education. This research is significant as it examines the situation that a vast majority of teaching religious orders are experiencing and identifies ways to strengthen the principal and leadership team's awareness of the tradition espoused by the order. The study also has wider relevance as other teaching religious orders transition to a lay leadership within schools.</p> <p>Keywords: Word; Josephite approach to education; principals; leadership</p> <hd id="AN0185658082-2">Introduction</hd> <p>A Josephite approach to education originally aimed to provide Catholic education for poor and neglected children (McKenna [<reflink idref="bib35" id="ref1">35</reflink>]). Contemporary approaches continue to emphasise the care of children and families who are marginalised. The context in which a Josephite approach to education now takes place is considered as a liminal time for the Catholic Church, religious congregations, and society in general (Gowdie [<reflink idref="bib25" id="ref2">25</reflink>]; Green [<reflink idref="bib26" id="ref3">26</reflink>]). This liminal time places the Catholic Church in a 'de-traditionalising and pluralising culture' (Pollefeyt and Bouwens [<reflink idref="bib42" id="ref4">42</reflink>], 193) of which Catholic school communities are part (D'Orsa and D'Orsa [<reflink idref="bib18" id="ref5">18</reflink>]; Green [<reflink idref="bib26" id="ref6">26</reflink>]; Sharkey [<reflink idref="bib48" id="ref7">48</reflink>]). Furthermore, the fragility of the Catholic church is reflected in, amongst other factors, the sexual abuse crisis and subsequent loss of moral authority. In this time of uncertainty, the educational mission undertaken by the Catholic Church faces a possible 'crisis of meaning and therefore a crisis of purpose' (Green [<reflink idref="bib26" id="ref8">26</reflink>], 13). However, according to D'Orsa and D'Orsa ([<reflink idref="bib19" id="ref9">19</reflink>]), Green ([<reflink idref="bib26" id="ref10">26</reflink>]) and Gowdie ([<reflink idref="bib25" id="ref11">25</reflink>]), religious spiritual traditions are a rich source of wisdom, authority, intuition and vision that can bring meaning and purpose in re-contextualising the gospel for new times.</p> <p>It is within this complex backdrop that principals of diocesan and congregational schools in the Josephite tradition are called to create meaning in leading school communities in the integration of life, faith, culture, and learning (D'Orsa and D'Orsa [<reflink idref="bib17" id="ref12">17</reflink>]; National Catholic Education Commission [NCEC] [<reflink idref="bib38" id="ref13">38</reflink>]; Sharkey [<reflink idref="bib48" id="ref14">48</reflink>]). Principals can draw on the Josephite spiritual tradition to create a shared vision, to transcend the ordinary and to form inclusive faith and learning communities (Cardona [<reflink idref="bib8" id="ref15">8</reflink>]; Nsiah and Walker [<reflink idref="bib39" id="ref16">39</reflink>]; Lavery [<reflink idref="bib32" id="ref17">32</reflink>]). However, there is also a risk that spiritual traditions can dissipate or be diluted if there is a lack of theological understanding of the founding story, its spirituality, shared symbols, and rituals when implementing an approach to education (Dutton and Kahler [<reflink idref="bib21" id="ref18">21</reflink>]; Green [<reflink idref="bib26" id="ref19">26</reflink>]).</p> <p>In addressing this risk, researchers and scholars identify a critical need for formation in faith leadership capabilities of principals and leadership teams in changing social and cultural contexts (Belmonte and Cranston [<reflink idref="bib4" id="ref20">4</reflink>]; Helga, Lamb, and Spry [<reflink idref="bib31" id="ref21">31</reflink>]; Helga and Lamb [<reflink idref="bib30" id="ref22">30</reflink>]). In this time of liminality, the Sisters of St Joseph and governing bodies have a role and responsibility to nurture the integrity of purpose and vision in a Josephite approach to education. As part of a larger qualitative study (Mead [<reflink idref="bib36" id="ref23">36</reflink>]), this paper will describe the characteristics about a Josephite approach to education evident in the leadership practices of principals and their leadership teams.</p> <hd id="AN0185658082-3">Background</hd> <p>There are various factors identified in the literature that indicate the types of leadership harnessed by principals and school leaders at varying stages of their leadership experience. Principals and leaders in the beginning stages of their leadership career rely on transactional leadership as they learn to manage the day-to-day realities of school leadership (Glasson [<reflink idref="bib50" id="ref24">50</reflink>]). Transactional leadership characteristics include role clarification, compliance and the completion of tasks required for good management. According to Debra and Lavery ([<reflink idref="bib15" id="ref25">15</reflink>]) the managerial side of leadership caused most concern for the beginning principals. While transactional leadership is necessary in schools, difficulties could eventuate if the structures and procedures of transactional leadership become the end point rather than the process of leadership (Lavery [<reflink idref="bib33" id="ref26">33</reflink>]). The organisational expertise found in transactional leadership is necessary in the implementation of curriculum, policies and procedures (Marzano, Waters and McNulty [<reflink idref="bib34" id="ref27">34</reflink>]). Transactional leadership is required for the effective running of Catholic schools including those in the Josephite tradition.</p> <p>Transformational leadership requires engagement and connection between the leader and others in order to increase the level of motivation in both the leader and follower (Deluga [<reflink idref="bib16" id="ref28">16</reflink>], Ford and Ford 1994, cited in Friedman [<reflink idref="bib23" id="ref29">23</reflink>]; Lavery [<reflink idref="bib33" id="ref30">33</reflink>]). The major goal and purpose of transformational leadership is to have followers engage in and support organisational objectives while transforming both people and the organisation (Covey [<reflink idref="bib11" id="ref31">11</reflink>]; Stone, Russell and Patterson [<reflink idref="bib28" id="ref32">28</reflink>]). The primary behaviours of a transformational leader are derived from expertise, strength of relationships and the charismatic capacity of the leader (Stone, Russell and Patterson [<reflink idref="bib28" id="ref33">28</reflink>]).</p> <p>Transcendental leadership has at its core a sense of service and the notion of spirituality (Lavery [<reflink idref="bib32" id="ref34">32</reflink>]; Ronald and Walmsley [<reflink idref="bib44" id="ref35">44</reflink>]; Sanders, Hopkins, and Geroy [<reflink idref="bib46" id="ref36">46</reflink>]). Transcendental leadership points to the spiritual dimension of leadership and is closely affiliated with Greenleaf's description of the servant leader (Cardona [<reflink idref="bib8" id="ref37">8</reflink>]; Greenleaf, Spears, and Frick [<reflink idref="bib27" id="ref38">27</reflink>]; Sanders, Hopkins, and Geroy [<reflink idref="bib46" id="ref39">46</reflink>]). The desire of the leader to transcend one's own self-interest for altruistic or transcendent motives is a key characteristic of this leadership model (Cardona [<reflink idref="bib8" id="ref40">8</reflink>]; Nsiah and Walker [<reflink idref="bib39" id="ref41">39</reflink>]; Sanders, Hopkins, and Geroy [<reflink idref="bib46" id="ref42">46</reflink>]). Transcendental leadership is relationship-centred where leaders promote unity by appealing to the intrinsic motivation of those with whom they work (Cardona [<reflink idref="bib8" id="ref43">8</reflink>]; Sanders, Hopkins and Geroy). Transcendental leadership exercised by principals, in collaboration with their leadership team, supports a Josephite approach to education in serving the community (Lavery [<reflink idref="bib33" id="ref44">33</reflink>]).</p> <p>The notion of service is embedded in transcendental leadership and permeates all the actions of the leader (Lavery [<reflink idref="bib32" id="ref45">32</reflink>]; Sanders, Hopkins, and Geroy [<reflink idref="bib46" id="ref46">46</reflink>]; Sendjaya, Sarros, and Santora [<reflink idref="bib47" id="ref47">47</reflink>]). Greenleaf ([<reflink idref="bib27" id="ref48">27</reflink>] cited in Frick [<reflink idref="bib22" id="ref49">22</reflink>]) described 'servants who nurture the human spirit as spirit carriers' (p. 11). The concept of service is integral and applicable to principals and leadership teams in schools in the Josephite tradition, where the needs of students and their families, especially those people who are in poor, marginalised or isolated circumstances are of the highest priority (D'Orsa and D'Orsa [<reflink idref="bib19" id="ref50">19</reflink>]). The notion of service found in scripture and modelled on the life of Jesus who taught 'the greatest among you must be your servant' (Mathew 23:11) situates Catholic educators as having a higher calling as they serve in the footsteps of Jesus Christ (Duignan [<reflink idref="bib20" id="ref51">20</reflink>]). This Gospel tradition is central in Catholic schools and 'plainly indicates that the most distinctive aspect of Jesus' teaching on leadership is that a leader is essentially a servant' (Lavery [<reflink idref="bib32" id="ref52">32</reflink>], 39). For principals in Catholic Josephite schools, this Gospel tradition of service is a motivational force in encouraging leaders to serve.</p> <hd id="AN0185658082-4">Purpose and research question</hd> <p>The purpose of this research was to explore in what ways the characteristics of a Josephite approach to education are identified and implemented by principals and their leadership teams in schools conducted in the Josephite tradition. The intention was to develop an understanding of the approach by which leadership is exercised by principals and their leadership teams and how the characteristics inherent in Josephite education are evident in leadership practice. The research was undertaken across five Josephite schools in South Australia and one school in Victoria, Australia. In light of the purpose and literature review, there was one primary question: In what ways are the characteristics about a Josephite approach to education evident in the leadership practices of principals and their leadership teams?</p> <hd id="AN0185658082-5">Context</hd> <p>This research was undertaken within a specific context in six participating schools identifying with the Josephite spiritual tradition. The types of school represent primary, secondary and combined (both primary and secondary) schools. Five of the schools are co-educational and one is an all-girls school. Two of the schools are in metropolitan Adelaide, one school is in metropolitan Victoria and three schools are in regional South Australia. Five of the schools are diocesan schools governed under the auspices of the South Australian Commission for Catholic Schools (SACCS). The sixth school in Victoria is a Congregational school and is governed by the Trustees of the Sisters of St Joseph. The schools represent variation in the type, size, location, and governance of schools in the Josephite tradition.</p> <hd id="AN0185658082-6">Materials and methods</hd> <p>The epistemological approach of this research is constructivist in nature. This constructivist research used interpretivism, with a filter of symbolic interactionism as a theoretical perspective. The chosen methodology was an instrumental case study approach. This methodology was chosen because an instrumental case study examines a case in order to gain insight into a phenomenon (Cohen, Manion, and Morrison [<reflink idref="bib9" id="ref53">9</reflink>]). Specifically, the instrumental case study explored the characteristics of a Josephite approach to education that are identified and implemented by principals and their leadership teams in six schools conducted in the Josephite tradition. Ethics approval for the research was obtained from the Human Research Ethics Committee [HREC] at the University of Notre Dame Australia (approval number: 017007F).</p> <hd id="AN0185658082-7">Participants</hd> <p>The research participants in this study fall into two categories, namely, principals of the six schools and the respective leadership team members in each school. Purposeful sampling (Patton [<reflink idref="bib41" id="ref54">41</reflink>]) was the approach used in this study to select the schools from which the participants were invited. Purposeful sampling offers in-depth insights about a phenomenon, in this instance, a Josephite approach to education. Two aspects of purposeful sampling were used: criterion-based case selection and variation sampling. Criterion-based selection is predicated on important criteria whereby research participants all meet the criteria to be studied (Patton [<reflink idref="bib41" id="ref55">41</reflink>]). In this study, participants were invited from six schools conducted in the Josephite tradition with specific leadership roles and responsibilities, namely, principals and their respective leadership teams.</p> <p>Variation sampling is the purposeful selection of a wide range of cases to document diversity and identify important common patterns. In this study, participants in the research were drawn from primary, secondary, and combined schools conducted in the Josephite educational tradition. Furthermore, the schools from which the participants were drawn represented a variety of contexts, locations, and size. Variation sampling allowed for the identification and documentation of common patterns and diversity in the data collected from principals and their respective leadership teams from a variety of contexts and backgrounds.</p> <p>The six leadership teams were comprised of participants nominated by the principal of the respective school. Hence, the composition of each leadership team differed slightly according to the context, priorities, location, and size of the school. In total, twenty-seven leadership team participants, responsible for varying roles, contributed to the data collected in leadership team focus group interviews.</p> <hd id="AN0185658082-8">Data collection</hd> <p>Data collection methods included the use of semi-structured one-to-one interviews, focus group interviews, a document search, researcher generated field notes and a reflection journal. The data were managed and analysed using Miles and Huberman's interactive model (Miles and Michael Huberman [<reflink idref="bib37" id="ref56">37</reflink>]). This model consists of three main components: data reduction; data display; and drawing and verifying conclusions. Interview guides were used as the basis for the interviews. The interviews were recorded, and the transcriptions were made available to the participants as a process of member-checking. The document search analysed a variety of school publications and correspondence. Researcher generated field notes were written during and after the interviews offering additional information to participants' responses. A journal noting the lead researcher's perspective was kept during the research and the subsequent report writing to monitor and guard against any potentially biased perceptions which was shared with the other two researchers.</p> <hd id="AN0185658082-9">Data analysis</hd> <p>An interpretive analysis of the data sought to discern, examine, and contrast emerging themes (Yeh and Inman [<reflink idref="bib54" id="ref57">54</reflink>]). An interactive cyclical process was used to analyse the data collected from semi-structured one-to-one and focus group interviews. The interactive process focused on three concurrent flows of activity: data reduction; data display; and verification and conclusion drawing (Miles and Michael Huberman [<reflink idref="bib37" id="ref58">37</reflink>]). The interactive and iterative processes occur before data collection begins, during the research design and planning phase, during data collection and post data collection.</p> <hd id="AN0185658082-10">Results</hd> <p>Four main themes were identified that described the characteristics of a Josephite approach to education which was evident in the leadership practices of principals and their leadership teams. These themes were: a coherency between mission tradition and practice; educational excellence and rigour; serving families and forming community; and the relevance of Josephite principles in 21st Century education.</p> <p>Principals outlined the importance of coherency between mission, tradition, and vision as evidence of leadership practices in a Josephite approach to education. The challenge in ensuring coherency between mission, tradition and administrative practices was summarised by one principal. She stated: 'I think increasingly there is a sense that schools are businesses and that is one thing that we are consciously resisting here because there are things we want to invest in simply because they maintain traditions that are very important'. Several principals referred to the challenges in leading with integrity to ensure policies and procedures were cognisant with mission. The most common example referred to was the Fee Policy. Principals emphasised the challenge of ensuring accessibility and affordability in the implementation of the policy. Principals referred to the importance that daily administrative practices and procedures reflected a philosophy of inclusivity and equity 'It is not just about accountability and ticking a box, it is about pastoral care for the student and family'.</p> <p>Leadership team participants identified the congruency between mission, vision, policies, and procedures as guiding their leadership practices in a Josephite approach to education. One participant stated: 'Every time we go over our policies and address them, we always have our mission and vision to guide us'. Another participant highlighted the importance of the whole school community being aware of their responsibilities in observing policy statements. This participant described the role articulated for the School Board, principal, parents, teachers, and students in each of the policies. She stated: 'Everyone knows what their role is in educating students'.</p> <p>Principals emphasised the design of a holistic curriculum and the skill of teachers as evidence of leadership practices that promoted a rigorous approach to Josephite education, with one principal citing 'Academic rigour is something that is Josephite and is part of Josephite education'. Another principal highlighted the challenge in creating a rigorous learning environment stating: 'It is not just about being comfortable, it is not just "we are a warm and happy place"'. One principal described her practice of promoting excellence and rigour as an expression of hospitality. Another principal described how she regularly shared her vision for academic rigour with her staff. She stated: 'Each student has the opportunity to be who they are and also an opportunity to succeed and to be challenged. It needs people (teachers) to have faith in their abilities and what they can possibly achieve'.</p> <p>All leadership team participants acknowledged that educational rigour and excellence underpinned their leadership practices with colleagues, students, and families. One participant stated: 'I think the Josephite tradition of excellence justifies my approach to education. It justifies the choices that I make in the classroom, in the community. I can use the value of excellence when communicating with families'. The approach to rigorous learning was seen to be borne of the relational quality of teaching. As one participant remarked: 'We have a very deliberate focus on learners and learning and it's really trying to engage students at their level. Teaching is relational; it is very much about relationships'. Another participant described her curriculum leadership in promoting a rigorous learning environment. She stated: 'We provide cutting edge pedagogy because we want the child to be the very best child they can be at that minute. We can't do that if we are not providing a contemporary innovative curriculum that is hands on'.</p> <p>Several leadership team participants emphasised the significance of their leadership in developing a holistic curriculum where student wellbeing and relational learning is central in a Josephite approach to education. One participant stated: 'It's about the whole person, its spirituality; it's in everything that makes the person who they are'. Another participant described the leadership required to create a culture whereby: 'We don't just teach academics, we teach what it means to be human and be part of society and part of the community, so our students understand what it means to be a good person'. One leadership team member noted that excellence and rigour was critical in all circumstances stating, 'particularly in this community where there is so much hardship and a lot of tragedy, what we offer, whether students realise it at the time or not, is some sort of faith and hope'. Several participants emphasised their leadership practice in promoting a learning environment of excellence where the development of skills, confidence and knowledge enabled all students to be of service to others. As one participant stated: 'The emphasis is on a positive contribution to society, and the community, whether students are academically successful, that might not be the main point'.</p> <p>Both principals and their leadership teams emphasised the significance of ensuring a Josephite approach to education was cognisant of the circumstances experienced by families and the local community. Several principals described the challenges experienced when making decisions with sensitivity to the circumstances of families. One principal used the case of whether to incorporate a particular type of technology in the curriculum to illustrate this tension. She remarked: "We won't implement this form of Technology because that relies on every household at home having access and they won't. We value inclusion and access for all.</p> <p>All leadership team participants were aware of the Josephite characteristic of serving families and forming community as central to their leadership practices. As one participant explained: "Some students come from situations of trauma or lower socio-economic circumstances. There might be violence at home. The beauty is that as leaders we really want to make a difference and want to teach these children. "Several participants provided examples of adapting practices to suit student needs and varying family circumstances such as engaging interpreters for those whom English is an additional language. One participant noted: 'Communication is very strong here with parents, particularly where children have special needs or others who are finding it difficult to make the right choices at school'. Another participant described the leadership team's effort to understand the local context in which families lived. He stated, 'We visited the two new housing estate areas in the student population catchment area. It was a good thing to do because sometimes you can come to work and everything else around you does not exist'.</p> <p>Several leadership team participants recognised the need to adjust their leadership practice of communicating with families in light of the benefits and challenges of technology. One participant described the development of an email communication policy to support timely and effective communication between staff members and families. Some participants were sensitive to the impersonal nature of technology in communicating with families and valued personal contact in responding to staff or parent concerns. As one participant noted: 'If there are issues with a particular child, we ask staff to phone and speak to the parent or ask them to come in so that we can have direct communication with them'.</p> <p>Principals identified Josephite principles as relevant in animating their leadership practice. As one principal stated: 'the relevance of the tradition says a lot about the spirit of Mary MacKillop and St Joseph. The very clear principles in the tradition are timeless, I don't think there is anything that has not stood the weather of time, and they are the real deep-down things'. Another principal noted: 'the principles that underpin the Josephite philosophy of education have not changed; it is just about re-imagining it for the current context'. Several principals described drawing on the principles as a means of integrating faith and learning in their educational practice. As one principal remarked: "there is a need for drawing on what is good and sustaining and is very much grounded in our faith tradition and expressed contemporarily.</p> <p>One principal summarised the importance of re-imagining the Josephite tradition when responding as a leader to external challenges where inequity and injustice were prevalent. She noted: 'I think the idea of someone being out there like Mary MacKillop to challenge the status quo, to challenge authority to serve those in marginalised circumstances, will always be necessary. Advocacy for people who do not have a voice is critical'. Several principals highlighted the ongoing manifestation of need in their respective community. As one principal summarised: 'The need is expressed in all kinds of different ways; it might be spiritual poverty, educational poverty or people's financial circumstances. It is re-stating and re- affirming the philosophy and values that have underpinned everything in the past and translating that into a new context so that the story continues with new characters'.</p> <p>All leadership team participants highlighted the core values within the Josephite tradition as influencing their leadership practices. As one participant remarked: 'The Josephite tradition is more relevant than ever, especially that servant leadership aspect. Leading by example, with humility, nurturing leadership and all those relational things are more important than ever'. A participant observed: 'If you look at the underlying values and motivation; compassion, respect, dignity, care and meeting students where they are at with their learning and faith, all of that is actually unchanging'.</p> <p>Several leadership team participants identified various external pressures they perceived were impacting on their leadership practices. As one participant noted: 'I think simplicity could get lost, that idea of a humble spirit; let's just cut to the chase and focus on what matters in these days of marketing, publicity and competition'. Another participant observed the impact of the industrial climate on leadership. He stated: 'There is a lot of good work that goes on and this industrial model is making it uncomfortable. It is not acknowledging a lot of the good things that are going on'. A further comment reiterated the negative influence of some industrial matters. As one participant noted: 'Once you start measuring what everyone is expected to do then that takes away from the willingness to get in and just help out where you see a need'.</p> <p>Several leadership team participants stressed that Josephite tradition and the core set of values informed their leadership in meeting challenges and acting as agents of change. One participant stated: I think education has and always will be the only kind of way to transform society. I think sometimes education systems maintain the status quo in a way. We need to go beyond that, as educators at the cutting edge of the work of the Church. It is a privileged position to be in but is a scary position and very challenging. I don't think it has changed from Mary MacKillop's time; when you challenge things, you will get criticised". Furthermore, one participant remarked: "Mary Mackillop was so progressive, she gave vulnerable people what they did not have (education) to give people a better life and I cannot see how it is not relevant today.</p> <hd id="AN0185658082-11">Discussion</hd> <p>The discussion is divided into four themes: coherence of mission with tradition and practice; excellence and educational rigour; serving and forming community; and the relevance of Josephite principles. Each of these themes is now considered in light of research pertaining to educational leadership; transactional, transformational and transcendental leadership.</p> <hd id="AN0185658082-12">Coherency of mission with tradition and practice</hd> <p>Principals demonstrated a combination of transactional, transformational, and transcendental leadership in aligning mission with tradition, vision, and practice.</p> <p>For example, principals demonstrated transactional leadership when reviewing and implementing administrative structures, practices, and procedures. Principals cited examples where structures and processes were important in leading for mission.</p> <p>Such examples were reinforced in the literature which identified transactional leadership as providing clear delineations of roles and responsibilities to strengthen the leaders' capacity for leading others (Covey [<reflink idref="bib11" id="ref59">11</reflink>]; Glasson [<reflink idref="bib50" id="ref60">50</reflink>]; Lavery [<reflink idref="bib33" id="ref61">33</reflink>]; Marzano, Waters and McNulty [<reflink idref="bib34" id="ref62">34</reflink>]). Most principals were aware of the importance of integrity in their leadership to motivate their school community so that creativity and innovation could thrive in reframing problems. Such awareness was confirmed in the literature whereby the leader's integrity was seen to garner a commitment to shared goals in leading for mission (Caldwell et al. [<reflink idref="bib7" id="ref63">7</reflink>]; Cardona [<reflink idref="bib8" id="ref64">8</reflink>]; Friedman [<reflink idref="bib23" id="ref65">23</reflink>]; Stone, Russell and Patterson [<reflink idref="bib28" id="ref66">28</reflink>]).</p> <p>Principals reflected transcendental leadership when attending to relationships at the heart of their vision for the school community by serving the variety of needs presented daily. Several principals cited examples of drawing on their faith and the Josephite spiritual tradition to guide them in being true to the school's tradition, mission and values in serving the community. The principals' responses resonated strongly with literature that acknowledged transcendental leadership is evident when leaders nurture relationships by appealing to the intrinsic motivation of those with whom they served (Cardona [<reflink idref="bib8" id="ref67">8</reflink>]; Nsiah and Walker [<reflink idref="bib39" id="ref68">39</reflink>]; Sanders, Hopkins, and Geroy [<reflink idref="bib46" id="ref69">46</reflink>]).</p> <p>Leadership team participants demonstrated transactional and transformational leadership when the core values in the Josephite spiritual tradition underpinned their leadership practice. Participants in a leadership role for the first time recognised that the clarity of procedures supported their leadership in difficult circumstances. The experiences of participants are consistent with the literature research which reported that transactional leadership was necessary for leaders in the beginning stages of their leadership journey (Glasson [<reflink idref="bib50" id="ref70">50</reflink>]). Furthermore, the transactional leader ensures procedures are clear and fair, and that they consider the needs of others (Tully 1999, cited in Lavery [<reflink idref="bib33" id="ref71">33</reflink>]). Several participants emphasised the importance of routines and structures in creating an ordered and calm environment to mitigate the impact of marginalisation. On this point, Marzano, Waters, and McNulty ([<reflink idref="bib34" id="ref72">34</reflink>]) noted that organisational expertise in transactional leadership was necessary for any school.</p> <p>Transformational leadership was demonstrated by leadership team participants who were responsible for the formation of staff in the areas of Catholic identity, mission, and curriculum. Such examples were reflected in the literature where Berkovich ([<reflink idref="bib5" id="ref73">5</reflink>]) and Shields ([<reflink idref="bib49" id="ref74">49</reflink>]) noted that transformational leadership was concerned with end values, such as freedom, justice, and equality all these experiences align with the observations of Cardona ([<reflink idref="bib8" id="ref75">8</reflink>]), and Sultmann and McLaughlin ([<reflink idref="bib51" id="ref76">51</reflink>]), who emphasised that the inter-relationship between transactional and transformational leadership enriched leadership practice.</p> <hd id="AN0185658082-13">Excellence and educational rigour</hd> <p>Various principals demonstrated transformational leadership when they emphasised their vision for excellence and rigour by providing quality teacher formation and professional development. Principals cited examples of sharing their vision for teaching and learning with staff members coupled with the development of professional learning plans. Furthermore, transformational leadership was evident when principals were concerned with skilling teachers in the design and implementation of rigorous and holistic learning. These examples resonated with the literature which emphasised that vision, direction, individual consideration and intellectual stimulation were characteristic of transformational leadership (Bass, Avolio, and Atwater [<reflink idref="bib3" id="ref77">3</reflink>]; Stone, Russell and Patterson [<reflink idref="bib28" id="ref78">28</reflink>]). Transformational leadership was evident when principals cited examples of how ongoing formation in the Josephite spiritual tradition and professional development empowered them to respond with creativity and flexibility to new challenges. The issues of creativity and flexibility are reflected in the literature whereby innovation, creativity, questioning of assumptions and reframing of problems is required in a complex and rapidly changing educational environment (Crowther [<reflink idref="bib12" id="ref79">12</reflink>]; Fullan [<reflink idref="bib24" id="ref80">24</reflink>]; Lavery [<reflink idref="bib33" id="ref81">33</reflink>]).</p> <p>Leadership team participants demonstrated both transactional and transformational leadership in creating a learning environment focused on excellence, rigour and the wellbeing of students. Several participants, newly appointed in their role, demonstrated examples of transactional leadership when implementing structures and procedures to support students' wellbeing and learning. This experience was highlighted in the literature which emphasised transactional leadership was required for the management of people and tasks (Daresh [<reflink idref="bib13" id="ref82">13</reflink>]; Glasson [<reflink idref="bib50" id="ref83">50</reflink>]; Gronn [<reflink idref="bib29" id="ref84">29</reflink>]; van Oord [<reflink idref="bib53" id="ref85">53</reflink>]). Participants familiar with their role in the school demonstrated elements of transformational leadership when responding creatively and purposefully to student circumstances as a means of mitigating marginalisation. Several leadership teams demonstrated effective teamwork when aspiring to deliver cutting-edge pedagogy and differentiated learning. These examples epitomised a desire for excellence. These examples are consistent with the literature which emphasised transformational leadership enabled an environment whereby relationships and trust create a shared vision in making a difference (Bass, [<reflink idref="bib2" id="ref86">2</reflink>] cited in Stone, Russell and Patterson [<reflink idref="bib28" id="ref87">28</reflink>]; Caldwell et al. [<reflink idref="bib7" id="ref88">7</reflink>]; Cardona [<reflink idref="bib8" id="ref89">8</reflink>]).</p> <hd id="AN0185658082-14">Serving and forming communities</hd> <p>Principals demonstrated transcendental leadership in valuing self- awareness in the care of students, staff and parents when forming a community. Elements of transcendental leadership were evident when principals emphasised the vocational nature of their leadership as both a personal and professional response in serving the community. These experiences resonated with Marzano, Waters, and McNulty ([<reflink idref="bib34" id="ref90">34</reflink>]) who reported a significant correlation between servant leadership and school climate.</p> <p>Several principals demonstrated the relationship between service and spirituality, core to transcendental leadership, when they drew on the Christian scriptures and gospels as a source of inspiration. Moreover, principals cited examples of relying on faith and the spiritual dimension of their leadership when faced with challenges in forming an inclusive learning community based on the Josephite tradition of care for the marginalised in society, especially families and children. These research results are consistent with the literature that acknowledges transcendental leadership relies on the leader's capacity to transcend his or her own self-interest for the greater good of the community (Cardona [<reflink idref="bib8" id="ref91">8</reflink>]; Nsiah and Walker [<reflink idref="bib39" id="ref92">39</reflink>]; Sanders, Hopkins, and Geroy [<reflink idref="bib46" id="ref93">46</reflink>]).</p> <p>Most principals recalled images and metaphors of servant leadership from the gospels to highlight their inspiration for leadership as a service. Literature reiterated the principals' responses in that servant leadership and its relationship with transcendental leadership was increasingly popular as a model for leadership of a Catholic school (Gowdie [<reflink idref="bib25" id="ref94">25</reflink>]; Nsiah and Walker [<reflink idref="bib39" id="ref95">39</reflink>]; Lavery [<reflink idref="bib32" id="ref96">32</reflink>]). While principals did not differentiate when servant leadership was most effective, the literature indicated that the servant leadership modelled by Jesus Christ was often evident in times of adversity (Bass [<reflink idref="bib2" id="ref97">2</reflink>]; Black [<reflink idref="bib6" id="ref98">6</reflink>], Greenleaf [<reflink idref="bib27" id="ref99">27</reflink>] cited in; Punnachet [<reflink idref="bib43" id="ref100">43</reflink>]).</p> <p>Leadership team participants illustrated features of servant leadership closely tied to the notion of spirituality in serving families and forming an inclusive community in their respective schools. For example, leadership team participants found creative ways to form partnerships with families who had migrant or refugee experience. Furthermore, participants serving in multi-faith and multi-cultural schools adapted their leadership practice to meet language and cultural differences. These results are reinforced in the plethora of literature on servant leadership which identified the first responsibility of servant leaders was the unconditional care for the other (McKenna [<reflink idref="bib35" id="ref101">35</reflink>] cited in Stone, Russell and Patterson [<reflink idref="bib28" id="ref102">28</reflink>], Schafer 2005 cited in Black [<reflink idref="bib6" id="ref103">6</reflink>]; Stone, Russell and Patterson [<reflink idref="bib28" id="ref104">28</reflink>]). Furthermore, several leadership team participants demonstrated servant leadership when responding to the increasing diversity and fragmentation of families. Participants cited examples of relying on the strength of their spirituality and faith in being flexible, compassionate, and humble in responding to individuals and families.</p> <hd id="AN0185658082-15">The relevance of josephite principles in leadership practices</hd> <p>The responses from Principals that illustrated transcendental leadership was evident when the Josephite Spiritual tradition was re-imagined bringing purpose and meaning in new circumstances. Several principals referred to their desire to be explicit in identifying the Josephite spiritual tradition as central to their leadership. Two principals with a depth of experience of the Josephite spiritual tradition demonstrated elements of transcendental leadership when citing examples of leading with integrity, humility, and joy. Humility is considered as one of the most desirable characteristics of the spiritual dimension of leadership (Dean [<reflink idref="bib14" id="ref105">14</reflink>]; Congregation for Catholic Education [<reflink idref="bib10" id="ref106">10</reflink>]; Punnachet [<reflink idref="bib43" id="ref107">43</reflink>]).</p> <p>Furthermore, transcendental leadership was evident when principals claimed that reflecting on their actions in the context of faith and the Josephite tradition was a source of inspiration and empowerment. These research results are consistent with the literature which identified that the spiritual dimension of leadership, developed through prayer, meditation, and contemplation, positively impacted on leadership behaviour (Gowdie [<reflink idref="bib25" id="ref108">25</reflink>]; Rossiter [<reflink idref="bib45" id="ref109">45</reflink>]; Tisdell and Tolliver [<reflink idref="bib52" id="ref110">52</reflink>]).</p> <p>The power of transcendental leadership was evident when principals reflected on how formative experiences in the Josephite spiritual tradition had impacted on their leadership. Transcendental leadership was further evidenced when principals identified that the Josephite spiritual tradition and its focus on service strengthened their leadership when forming a professional community with principals in like schools. The experience of the strength of a collegial community is confirmed in literature where authors such as Punnachet ([<reflink idref="bib43" id="ref111">43</reflink>]), Sanders, Hopkins, and Geroy ([<reflink idref="bib46" id="ref112">46</reflink>]) and Page and Paul ([<reflink idref="bib40" id="ref113">40</reflink>]) observed that witnessing to a religious commitment strengthened the Catholic identity of schools. Moreover, most principals recognised that the timelessness of the Josephite spiritual tradition was a source of inspiration in serving the community. All these examples are reflected in the literature whereby transcendental leadership, developed through a reflective paradigm, has at its core a sense of service and the notion of spirituality (Lavery [<reflink idref="bib32" id="ref114">32</reflink>]; Ronald and Walmsley [<reflink idref="bib44" id="ref115">44</reflink>]; Sanders, Hopkins and Geroy).</p> <p>Leadership team participants demonstrated transformational leadership in sharing their vision of how the Josephite spiritual tradition and its core set of values informed and inspired their leadership. Furthermore, transformational leadership was evident when leadership team participants drew on the founding story of Mary MacKillop and her vision for inclusive education. These leadership team participants considered Mary MacKillop's progressive philosophy inspired them to question and challenge the status quo. While the participants emphasised servant leadership was interwoven with pedagogy and learning, there appeared to be a paucity of literature on servant leadership and pedagogy. However, Black ([<reflink idref="bib6" id="ref116">6</reflink>]) noted servant leadership provided an appropriate combination of faith and curriculum leadership in providing holistic education.</p> <p>Several leadership team participants demonstrated features of transcendental leadership when they emphasised their vision and desire for relational and inclusive leadership, infused with humility and simplicity, as being critical in a Josephite approach to education. This experience was reiterated in the literature when emphasising the spiritual dimension integrated with servant leadership enabled leadership to see things in new ways (Barney, Judy Wicks, and Pavlovich [<reflink idref="bib1" id="ref117">1</reflink>])</p> <hd id="AN0185658082-16">Limitations</hd> <p>There were two possible limitations to this study related to that of generalisability. Firstly, the study was confined to a sample size of six schools, five schools from a total of twenty-eight schools conducted in the Josephite tradition in South Australia and one Congregational school in Victoria. However, the six schools were purposefully chosen because they are a broad representation of more than four hundred schools across Australia that claim the Josephite founding story as their spiritual tradition. A second limitation was the possible potential for bias due to the principal researcher being a Josephite sister and a former principal of two schools conducted in the Josephite tradition. This possible bias was counteracted by employing criteria to assure trustworthiness. The use of both member checking to corroborate the accuracy of the data and triangulation of combined processes in the collection of data aided the trustworthiness of the research. Additionally, the use of a reflective journal assisted the researcher to observe her own responses throughout the research. Her journal was shared with the other two researchers.</p> <hd id="AN0185658082-17">Conclusion</hd> <p>This research sought to understand the approach by which leadership is exercised by principals and their leadership teams in line with the underlying characteristics inherent in Josephite education. This research investigated the ways in which characteristics of Josephite education are evident in practices of principals and their leadership teams. In such a manner, this study endeavoured to 'give voice' to the principals and their leadership teams as to how they understood a Josephite approach to education in creating inclusive faith and learning communities in a liminal time in Church and society.</p> <p>The research indicates that coherency of mission with tradition, vision and leadership practice is required for the integrity of a Josephite approach to education. Three recommendations are made to the Congregation of the Sisters of St Joseph. Firstly, it is recommended that the Congregation of the Sisters of St Joseph converse with the Bishops (National Catholic Education Commission, Catholic Education South Australia) to ensure that the mandate that comes from the Josephite spiritual tradition is reflected in diocesan schools in the Josephite tradition. The Josephite spiritual tradition will be evident in the continuity of characteristics that permeate the structures and practices in a Josephite approach to education.</p> <p>Secondly, the results suggest that explicit formation of principals and leaders in the Josephite tradition is required to sustain mission in a Josephite approach to education. It is recommended that the Trustees of the Sisters of Saint Joseph appoint and authorise 'Mission Animator/s' to represent the Sisters of St Joseph in matters pertaining to a Josephite approach to education. Thirdly, the results highlight that the integration of a principals' faith and spirituality with the Josephite tradition in leadership enables an explicit and visible witness in the school community and dioceses. Therefore, it is recommended that the Congregation of the Sisters of St Joseph sponsor a biennial Josephite Education Conference for Sisters of St Joseph, principals and key leaders of schools claiming the Josephite spiritual tradition across Australia and New Zealand. The conference could nurture principals and key leaders in forming inclusive faith and educative communities in the circumstances of today. Furthermore, this recommendation has the potential to build the collective strength of leaders to ensure the integrity of the Josephite tradition into the future.</p> <hd id="AN0185658082-18">Contributions of the research</hd> <p>This study provides a basis for extended or further research in relation to how principals and leadership teams reflect the mission of religious orders. Firstly, for researchers interested in the Josephite spiritual tradition and its approach to education, this study provides a foundation for further research. Secondly, this study could be replicated across other religious congregations, or schools with a spiritual tradition, seeking to understand their identity and influence in the ongoing life of the Church and service of Catholic education. Thirdly, this study provides a base for further research for those interested in educational leadership in Catholic education and models of formation for mission.</p> <hd id="AN0185658082-19">Significance</hd> <p>The significance of this research is that there is a paucity of study in the ways the characteristics of a Josephite approach to education are evident in schools conducted in the Josephite tradition. The research has the potential to form a body of knowledge to advise the Congregation of the Sisters of St Joseph of ways in which the legacy, integrity and vitality of the Josephite tradition can further God's mission through Catholic education. In addition, the research has the potential to inform governing bodies such as National Catholic Education Commission (NCEC), South Australian Catholic Commission for Catholic Schools (SACCS) of the contribution spiritual traditions have in enacting the mission of God through Catholic education. The research may assist current and future principals in identifying the Josephite tradition in a Josephite approach to education. Finally, the research has significance for other teaching religious orders who may be experiencing the same issues as the Sisters of St Joseph who have declining numbers and concerns around legacy.</p> <hd id="AN0185658082-20">Acknowledgments</hd> <p>The authors would like to acknowledge the principals and members of the leadership teams who contributed to this research. 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Catherine's experience in education includes that of teacher, principal and system leader.</p> <p>Shane Lavery EdD coordinates postgraduate education in the School of Education, at the University of Notre Dame Australia, Fremantle, Western Australia. He coordinates and teaches in courses on research design, educational leadership, and service learning, at undergraduate and postgraduate levels. He also supervises students within the School of Education Masters and Doctoral programs.</p> <p>Dianne Chambers PhD works within the Institute for Diversity and Inclusion at Hiroshima University, Higashi-Hiroshima, Japan. She teaches in courses on inclusion at undergraduate and graduate levels and supports/supervises Masters and Doctoral research students in the field of special and inclusive education. Dr Chambers also works with UNESCO and COL on various projects.</p> </aug> <nolink nlid="nl1" bibid="bib35" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib25" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib26" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib42" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib18" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib48" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib19" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib17" firstref="ref12"></nolink> <nolink nlid="nl9" bibid="bib38" firstref="ref13"></nolink> <nolink nlid="nl10" bibid="bib39" firstref="ref16"></nolink> <nolink nlid="nl11" bibid="bib32" firstref="ref17"></nolink> <nolink nlid="nl12" bibid="bib21" firstref="ref18"></nolink> <nolink nlid="nl13" bibid="bib31" firstref="ref21"></nolink> <nolink nlid="nl14" bibid="bib30" firstref="ref22"></nolink> <nolink nlid="nl15" bibid="bib36" firstref="ref23"></nolink> <nolink nlid="nl16" bibid="bib50" firstref="ref24"></nolink> <nolink nlid="nl17" bibid="bib15" firstref="ref25"></nolink> <nolink nlid="nl18" bibid="bib33" firstref="ref26"></nolink> <nolink nlid="nl19" bibid="bib34" firstref="ref27"></nolink> <nolink nlid="nl20" bibid="bib16" firstref="ref28"></nolink> <nolink nlid="nl21" bibid="bib23" firstref="ref29"></nolink> <nolink nlid="nl22" bibid="bib11" firstref="ref31"></nolink> <nolink nlid="nl23" bibid="bib28" firstref="ref32"></nolink> <nolink nlid="nl24" bibid="bib44" firstref="ref35"></nolink> <nolink nlid="nl25" bibid="bib46" firstref="ref36"></nolink> <nolink nlid="nl26" bibid="bib27" firstref="ref38"></nolink> <nolink nlid="nl27" bibid="bib47" firstref="ref47"></nolink> <nolink nlid="nl28" bibid="bib22" firstref="ref49"></nolink> <nolink nlid="nl29" bibid="bib20" firstref="ref51"></nolink> <nolink nlid="nl30" bibid="bib41" firstref="ref54"></nolink> <nolink nlid="nl31" bibid="bib37" firstref="ref56"></nolink> <nolink nlid="nl32" bibid="bib54" firstref="ref57"></nolink> <nolink nlid="nl33" bibid="bib49" firstref="ref74"></nolink> <nolink nlid="nl34" bibid="bib51" firstref="ref76"></nolink> <nolink nlid="nl35" bibid="bib12" firstref="ref79"></nolink> <nolink nlid="nl36" bibid="bib24" firstref="ref80"></nolink> <nolink nlid="nl37" bibid="bib13" firstref="ref82"></nolink> <nolink nlid="nl38" bibid="bib29" firstref="ref84"></nolink> <nolink nlid="nl39" bibid="bib53" firstref="ref85"></nolink> <nolink nlid="nl40" bibid="bib43" firstref="ref100"></nolink> <nolink nlid="nl41" bibid="bib14" firstref="ref105"></nolink> <nolink nlid="nl42" bibid="bib10" firstref="ref106"></nolink> <nolink nlid="nl43" bibid="bib45" firstref="ref109"></nolink> <nolink nlid="nl44" bibid="bib52" firstref="ref110"></nolink> <nolink nlid="nl45" bibid="bib40" firstref="ref113"></nolink>
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Characteristics of a Josephite Approach to Education Evident in the Leadership Practices of Principals and Their Leadership Teams
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Catherine+Mead%22">Catherine Mead</searchLink><br /><searchLink fieldCode="AR" term="%22Shane+Lavery%22">Shane Lavery</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6626-0073">0000-0001-6626-0073</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dianne+Chambers%22">Dianne Chambers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3852-6425">0000-0002-3852-6425</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Religious+Education%22"><i>British Journal of Religious Education</i></searchLink>. 2025 47(3):268-281.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Education%22">Religious Education</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Factors%22">Religious Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Catholic+Schools%22">Catholic Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Transformational+Leadership%22">Transformational Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Lay+People%22">Lay People</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Mission%22">Institutional Mission</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Schools%22">Religious Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/01416200.2024.2405728
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-6200<br />1740-7931
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Considering the ageing and decreasing numbers in teaching religious orders, it is necessary for lay people to continue their mission within order-based Catholic schools. This study explores in what ways the characteristics of a Josephite approach to education were evident in the leadership practices of principals and their leadership teams in six Australian schools in the Josephite tradition. Literature is initially reviewed regarding three types of leadership models used by principals and their leadership teams -- transactional, transformational and transcendental. The research design is then explained, including the epistemology of constructivism, the research participants, data collection and data analysis. Results are presented under four themes: coherency between mission tradition and practice; educational excellence and rigour; serving families and forming community; and the relevance of Josephite principles in 21st Century education. This research is significant as it examines the situation that a vast majority of teaching religious orders are experiencing and identifies ways to strengthen the principal and leadership team's awareness of the tradition espoused by the order. The study also has wider relevance as other teaching religious orders transition to a lay leadership within schools.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1473681
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1473681
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/01416200.2024.2405728
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 268
    Subjects:
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Leadership Styles
        Type: general
      – SubjectFull: Religious Education
        Type: general
      – SubjectFull: Religious Factors
        Type: general
      – SubjectFull: Catholic Schools
        Type: general
      – SubjectFull: Transformational Leadership
        Type: general
      – SubjectFull: Lay People
        Type: general
      – SubjectFull: Institutional Mission
        Type: general
      – SubjectFull: School Administration
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Religious Schools
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Characteristics of a Josephite Approach to Education Evident in the Leadership Practices of Principals and Their Leadership Teams
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Catherine Mead
      – PersonEntity:
          Name:
            NameFull: Shane Lavery
      – PersonEntity:
          Name:
            NameFull: Dianne Chambers
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0141-6200
            – Type: issn-electronic
              Value: 1740-7931
          Numbering:
            – Type: volume
              Value: 47
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              Value: 3
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            – TitleFull: British Journal of Religious Education
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