Journal article
How principals of successful schools enact education policy: perceptions and accounts from senior and middle leaders
- Abstract:
- This article investigates, from the perspective of senior and middle leaders, how secondary principals in England lead their schools to achieve sustainable performance despite policy shifts. Empirical data were drawn from structural equation modeling (SEM) analyses of a questionnaire survey from 309 effective and improved secondary schools in England and longitudinal interview data from a subsample of four case-study schools. The research suggests that what the principals were perceived to be doing successfully was to use policies as opportunities—purposefully, progressively, and strategically—to regenerate coherent cultures and conditions which support the staff to learn to renew their practice.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
Actions
Access Document
- Files:
-
-
(Preview, Accepted manuscript, pdf, 508.2KB, Terms of use)
-
- Publisher copy:
- 10.1080/15700763.2018.1496344
Authors
- Publisher:
- Taylor and Francis
- Journal:
- Leadership and Policy in Schools More from this journal
- Volume:
- 17
- Issue:
- 3
- Pages:
- 373-390
- Publication date:
- 2018-07-03
- Acceptance date:
- 2018-07-14
- DOI:
- EISSN:
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1744-5043
- ISSN:
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1570-0763
- Language:
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English
- Keywords:
- Pubs id:
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pubs:915944
- UUID:
-
uuid:2f5b3e46-9bf3-462d-a338-97a563b5a211
- Local pid:
-
pubs:915944
- Source identifiers:
-
915944
- Deposit date:
-
2019-03-05
Terms of use
- Copyright holder:
- Taylor & Francis Group, LLC.
- Copyright date:
- 2018
- Rights statement:
- © 2018 Taylor & Francis Group, LLC.
- Notes:
- This is the accepted manuscript version of the article. The final version is available online from Taylor & Francis at: https://doi.org/10.1080/15700763.2018.1496344
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