Relational coherence in middle leading for school-based professional development

Middle leadership is recognised as being critical in and for school-based professional development. Increasingly over the last decade, the nature, role, and practices of middle leaders in leading change in their schools have been the focus of research attention. Much of the research literature has established the importance of the relational (relatings, relationality and relationships) in creating enabling conditions for changing practices. Drawing on the theory of practice architectures, this article examines the significance of relational coherence for creating conditions for leading school-based change. Drawing on in-depth case studies of middle leaders' practices conducted in primary and secondary schools in Australia, the results of thematic analysis show what relational coherence means in and for the work of middle leaders in leading school-based professional development. The centrality of relational coherence as an enabling condition for shaping the dynamics of middle leadership is established and exemplified. Results illustrate the complex dynamics of change and the interrelated dimensions that influence and promote site-based conditions that enable development. Implications for supporting the development of middle leadership are explicated.