School leadership and school improvement: an examination of school readiness factors

Yeigh, Tony; Lynch, David; Turner, David; Provost, Steve; Smith, Richard A.; Willis, Royce

doi:10.1080/13632434.2018.1505718

Cited by 20 publications

(28 citation statements)

References 21 publications

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“…In addition to principals' leadership distribution, other factors appear to play a role in strengthening teachers' capacity to change. Yeigh et al (2019) noted such factors might include contextual problems, perceived workload pressures and schools' own patterns of authority, rules and procedures.…”

Section: Discussionmentioning

confidence: 99%

“…Distributed leadership can involve both formal and informal leadership roles, and responsibility is shared among all team members (Spillane, 2012). Principals, as the formal leaders, should aim to align talent and expertise with the school's vision and goals and recognize that a systematic analysis of how these goals are developed over time must be undertaken (Yeigh et al, 2019).…”

Section: Theoretical Conceptualizations Leadership From the Distributed Perspectivementioning

confidence: 99%

“…For example, as an autocratic leader, the principal can make decisions because he/she has the authority. In contrast, according to the distributed perspective, principals facilitate, broker and support teachers to take a leadership role, which requires different skills (Yeigh et al, 2019). Furthermore, because trust encompasses aspects such as benevolence, reliability, integrity, openness and respect, a principal's trust is an essential condition in collegial support, sharing knowledge and expertise, and adopting and granting leadership roles (Fink, 2016;Spillane and Healey, 2010).…”

Section: Theoretical Conceptualizations Leadership From the Distributed Perspectivementioning

confidence: 99%

“…Researchers have assumed that distributed leadership is relevant for reinforcing teachers' ability to change (e.g. Diamond and Spillane, 2016;Harris, 2013;Holloway et al, 2017;Spillane, 2012;Yeigh et al, 2019). Furthermore, they have assumed that whether and how leadership roles are distributed depends (among other things, e.g.…”

Section: Scope Of the Studymentioning

confidence: 99%

“…Then, attention can be paid to the rational, emotional, organizational and family paths along distributed leadership, as was conceptualized by Leithwood et al (2010), because these paths are related to the school context and team members' perceptions of leadership distribution. Such sensemaking processes can support principals in giving space to teachers to work collaboratively as a team on educational improvement, employing all the available expertise in the school (Yeigh et al, 2019). Nevertheless, the findings of this study confirmed the results of a range of previous research, and the study's mixed methods approach enabled new knowledge to be generated about the relationship between primary school leaders' utilization of distributed leadership and teachers' joint work, their collegial support and sense of self-efficacy, and the extent to which they share knowledge and experience and internalize school goals, all focused on realizing educational change.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

See 4 more Smart Citations

The relationship between primary school leaders’ utilization of distributed leadership and teachers’ capacity to change

Amels¹,

Krüger²,

Suhre³

et al. 2020

Educational Management Administration & Leadership

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Although it is generally known that distributed leadership is relevant for reinforcing teachers’ capacity to change, how leadership roles are distributed among teachers largely depends on how principals perceive distributed leadership. Specifying principals’ perceptions and how these are related to teachers’ capacity to change leads to theories about the knowledge and beliefs of leaders with regard to distributed leadership that are crucial for achieving educational change as a team. Combining questionnaire data from 787 Dutch primary school teachers and interview data from 58 principals in a parallel mixed methods design, this study shows differences in how school leaders distribute leadership roles. In addition, the results indicate that several aspects of teachers’ capacity to change, namely, joint work, collegial support, knowledge sharing, self-efficacy and their internalization of school goals, are more present in schools in which school leaders distribute leadership among teachers than in schools in which they do not.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Conceptualizations Leadership From the Distributed Perspectivementioning

confidence: 99%

Section: Theoretical Conceptualizations Leadership From the Distributed Perspectivementioning

confidence: 99%

Section: Scope Of the Studymentioning

confidence: 99%

Section: Limitations and Future Directionsmentioning

confidence: 99%

See 3 more Smart Citations

The relationship between primary school leaders’ utilization of distributed leadership and teachers’ capacity to change

Amels¹,

Krüger²,

Suhre³

et al. 2020

Educational Management Administration & Leadership

View full text Add to dashboard Cite

show abstract

Integrated leadership for coherent school improvement in Ethiopia: The moderating role of transformational leadership on the relationship between instructional leadership and student academic achievement mediated by school improvement process

Gao,

Khalid,

Lianyu

et al. 2023

Psychology in the Schools

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Unfortunately, the role of school leadership in fostering school improvement in non‐Western countries, especially African countries, is relatively little discussed. The present study sheds light on the contextual role of instructional leadership (IL) and transformational leadership (TL) in promoting the Ethiopian School Improvement Program (SIP), which is intended to enhance student academic performance. Hence, this study aimed to extend the integrated leadership model by conceptualizing the moderating mediation effect of IL on student academic achievement in public primary schools. A cross‐sectional study was performed by distributing a survey to 1280 public primary school teachers in Addis Ababa. Surprisingly, the study's findings affirmed that unlike previous studies, IL and TL significantly directly affect student academic performance, and TL plays a significant role as a moderator of the indirect effect of IL on student academic achievement.

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Action research communities as a whole-of-school teaching improvement initiative: a multi-method multi-informant study

Lynch,

Vo,

Yeigh

et al. 2024

Aust. Educ. Res.

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Professional learning communities (PLCs) actioned through collaborative action research (CAR) have been found in the literature to be beneficial for both teachers and students. However, previous studies mainly examined teachers’ perceived effectiveness of CAR-based PLCs, as well as identified steps and elements involved in such PLCs, either self-initiated by teachers themselves or by university researchers in a school-university partnership model. Few have focused on a whole-of-school teaching improvement initiative based entirely on PLCs through CAR. In this study, we provide preliminary evaluation of a 3-year whole-of-school teaching improvement initiative (the SETaRI), based on PLCs through CAR at a regional primary school in NSW, Australia. Analysis of students’ various assessment measures (N = 206), teachers’ survey (N = 44), observation of professional learning team meetings, and various types of student artefacts revealed that students showed general and consistent improvement in both their reading and maths performance over time following the implementation of the SETaRI model, with greater progressive learning effects for those whose initial learning outcomes were lower than their peers. The findings also highlighted data-driven decision making, teacher collaboration, and school leadership as potent elements underlying teachers’ positive attitudes toward the implementation of the model as well as student learning outcomes and improvement. This study provides useful implications for a school improvement agenda focused on action research communities.

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School leadership and school improvement: an examination of school readiness factors

Cited by 20 publications

References 21 publications

The relationship between primary school leaders’ utilization of distributed leadership and teachers’ capacity to change

The relationship between primary school leaders’ utilization of distributed leadership and teachers’ capacity to change

Integrated leadership for coherent school improvement in Ethiopia: The moderating role of transformational leadership on the relationship between instructional leadership and student academic achievement mediated by school improvement process

Action research communities as a whole-of-school teaching improvement initiative: a multi-method multi-informant study

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