Leadership preparation and development within a multi-academy trust

Gibson, Mark T.

doi:10.1177/0892020618762716

Cited by 13 publications

(10 citation statements)

References 15 publications

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“…When analysing the results, the researchers identified a common trend in the participants' discourse. They underscored the various strategies adopted by their principals in leadership capacity development (Gibson, 2018), although these initiatives were sometimes haphazardly coordinated and did not always produce the desired results.…”

Section: Findings and Discussionmentioning

confidence: 99%

Principals' role in capacity development of post level one teachers for school leadership

Naidoo

2020

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This study was undertaken to explore the role of principals in capacity development of post level one teachers for school leadership positions. The success of a school and its attendant learner achievement depends largely on good school leadership. Thus, it is highly unlikely that poor or ineffective school leadership will lead to successful schools. This study argues that it is the responsibility of principals to ensure that adequate opportunities exist for leadership development of post level one teachers. A qualitative research approach was selected to investigate the role principals play in building leadership capacity in post level one teachers. Semi-structured individual interviews were conducted with ten (10) participants at two (2) schools: one (1) principal and four (4) post level one teachers per school. Findings indicate that principals played a fundamental role, notably different, in the creation of opportunities for leadership development in post level one teachers. The opportunities ranged from the formation of committees, which offer exposure to early leadership practices, mentoring and coaching prospects and the availability of leadership training and development resulting from the outcomes of the Integrated Quality Management System appraisal system mandated by the Department of Education. Lastly, the study encapsulates these opportunities in a five-year leadership capacity building programme, to be offered as an in-service internal programme for post level one teachers to support progressive and developmental leadership capacity improvement.

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Section: Findings and Discussionmentioning

confidence: 99%

Principals' role in capacity development of post level one teachers for school leadership

Naidoo

2020

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“…The benefits and drawbacks of academisation have been widely debated in the professional (NAS/UWT 2016), popular (THES 2018) and academic literature (Gorard 2009, Brundrett 2012, Gibson 2018. Both stances are clearly represented by our respondents later in this article.…”

Section: Data Availability Statement Introductionmentioning

confidence: 90%

The implications of academisation for English Sixth Form Colleges – an exploratory case study

Godfrey

Elliott

2020

Journal of Further and Higher Education

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“…Academy schools in England often operate within a Multi-Academy Trust (MAT) governance model, where a single MAT may operate several schools throughout the country. Academies were introduced in 2000 and by 2016, there were some 1121 MATs running 4041 academy schools (Gibson, 2018). Gibson (2016) explored the relationship between academy school principals and their MAT.…”

Section: Literature Reviewmentioning

confidence: 99%

Navigating the blurred lines between principalship and governance in international schools: leadership and the locus of ownership control

Gibson

Bailey

2021

International Journal of Leadership in Education

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The number of international schools has increased significantly this century, with new schools predominately situated in Asia and the Middle East. This growth has also seen a shift from not-for-profit to for-profit education, and from such schools being primarily for children of expatriates to being mainly for host nation children. New actors, such as global chains of international schools, have also entered the arena. This article explores the impact of the contemporary landscape on the professional relationship between international school principals and their governors/owners, by drawing on a study of 12 international school principals in Malaysia. There were five emergent themes from the analysis: principal autonomy; ownership support; principal accountability; principal affective dissonance and the locus of control. There were wide-ranging levels of autonomy given to principals, significant support from owners in terms of financial backing for areas of development and methods of accountability that ranged from formal to informal. Principals seemingly had affective dissonance over working in for-profit schooling and there were issues surrounding the locus of ownership. There is little research in this area, particularly in Asia and this work appears to be the sole work that includes consideration of leadership in international school chains.

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Leadership preparation and development within a multi-academy trust

Cited by 13 publications

References 15 publications

Principals' role in capacity development of post level one teachers for school leadership

Principals' role in capacity development of post level one teachers for school leadership

The implications of academisation for English Sixth Form Colleges – an exploratory case study

Navigating the blurred lines between principalship and governance in international schools: leadership and the locus of ownership control

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