Understanding School Middle-Leading Practices: Developing a Middle-Leading Practice Model

被引:2
作者
Tindall-Ford, Sharon [1 ]
Grootenboer, Peter [2 ]
Edwards-Groves, Christine [2 ]
Attard, Catherine [3 ]
机构
[1] Univ Wollongong, Fac Arts Social Sci & Humanities, Sch Educ, Wollongong, NSW 2522, Australia
[2] Griffith Univ, Sch Educ & Profess Studies, Southport, Qld 4215, Australia
[3] Univ Western Sydney, Sch Engn, Sydney, NSW 2000, Australia
来源
EDUCATION SCIENCES | 2024年 / 14卷 / 05期
基金
澳大利亚研究理事会;
关键词
middle leadership; practice model; school leadership; factor analysis; practice architectures; LEADERSHIP; COMMUNITIES; IMPACT; TESTS;
D O I
10.3390/educsci14050492
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
School systems in Australia, and internationally, are focused on improving classroom teaching and learning to enhance student outcomes. Middle leaders (MLs) are increasingly required to lead school-based development initiatives to improve classroom practices. Informed by previous research on middle-leading and the theory of practice architectures, a survey instrument was created to understand who Australian school MLs are (n = 199) and ascertain their perceptions of the practices central to leading teaching and learning in their school sites. Through descriptive, exploratory, and confirmatory factor analyses, this paper reports on the reported practices of Australian MLs, and, through the analysis, a revised ML practice model is proposed. The results confirm that ML practices are orientated to the people they lead in their school site, who they support, collaborate with, and advocate for, with practising leading upwards to the school principal identified as an important ML practice.
引用
收藏
页数:19
相关论文
共 58 条
[1]   New perspectives on middle leadership in schools in England - Persistent tensions and emerging possibilities [J].
Ainsworth, Steph ;
da Costa, Marta ;
Davies, Caroline ;
Hammersley-Fletcher, Linda .
EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP, 2024, 52 (03) :541-555
[2]  
[Anonymous], 1990, The essentials of factor analysis
[3]  
Australian Institute for Teaching and School Leadership, 2021, Australian teacher workforce data: National teacher workforce characteristics report New South Wales
[4]  
Australian Institute of Teaching and School Leadership, 2022, Spotlight: Middle Leadership in Australian Schools
[5]  
Australian Institute of Teaching and School Leadership, 2017, Australian Professional Standards for Teachers
[6]   TESTS OF SIGNIFICANCE IN FACTOR ANALYSIS [J].
Bartlett, M. S. .
BRITISH JOURNAL OF PSYCHOLOGY-STATISTICAL SECTION, 1950, 3 :77-85
[7]   A FURTHER NOTE ON TESTS OF SIGNIFICANCE IN FACTOR ANALYSIS [J].
Bartlett, M. S. .
BRITISH JOURNAL OF PSYCHOLOGY-STATISTICAL SECTION, 1951, 4 :1-2
[8]  
Bassett M., 2016, Waikato Journal of Education, V21, P97, DOI [10.15663/wje.v21i1.194, DOI 10.15663/WJE.V21I1.194]
[9]  
Bennett N., 2003, ROLE PURPOSE MIDDLE
[10]   ON THE FIT OF MODELS TO COVARIANCES AND METHODOLOGY TO THE BULLETIN [J].
BENTLER, PM .
PSYCHOLOGICAL BULLETIN, 1992, 112 (03) :400-404