Melbourne Graduate School of Education - Theses
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ItemPractices and characteristics of principals in low educational advantage, improving Victorian secondary schools; contextually aware leadership( 2020)This study investigated the leadership of two secondary schools of low educational advantage on an improvement journey located in Victoria, Australia. This study provides further understanding of the ways school principals interact with specific contextual factors in order to support their school improvement journey. In both cases, the principals overcame their school’s challenging circumstances, defined by low performance and low advantage, by employing research based initiatives to drive improvement. Informed by a multiple perspective case study methodology, including interviews with the principal and other school leaders, teachers, parents, students and members of the school council, evidence found principals with a strong moral purpose and change leadership enabled long term, albeit slow improvement. This improvement was enabled by the principal’s navigation of a range of contextual factors that influenced, and were influenced by, the characteristics and practices of the school leader. Along with a strong moral purpose, the school principals had a relentless drive for change that enabled them to overcome great adversity within their school contexts. Employing practices such as increased accountability for teachers around their teaching and learning, implementing collaborative practices across many levels of the school and instilling hope through a strong vision, enabled transformation of these schools into a more desirable destination for students, teachers and the wider community.