Practitioner research as a pathway to educational leadership

Linda Newman, Christine Woodrow, Angela Gillespie, Ann-Marie Ellott

Research output: Contribution to journalArticlepeer-review

Abstract

Educational Leadership' is embedded in [country] early childhood policy. What the role is, who should do it and why educators are hesitant about becoming leaders however, remains ambiguous. According to the national curriculum framework and teacher standards, more research about the work of educators is needed. The reported research aimed to investigate whether long-term, enquiry-based professional learning, utilizing practitioner research, could lead to quality improvement. Practitioner Research engaged educators in investigating and improving practice in a continuous process of quality improvement. Research topics were pedagogical in nature, designed to be enabling of 'educational leadership' for quality improvement. Action Research was used by practitioner researchers to investigate ways to improve pedagogical quality. University researchers also used meta-research to investigate the action research processes. Focus groups and mentor statements revealed unexpectedly that the Educational Leader role was pivotal in the relationship between professional learning, practitioner research and quality. Strengthened Educational Leader identities emerged as participants gained research skills and evidence for designing and implementing pedagogical change. Knowledge building facilitated strengthened engagement of educator teams. This was transformational, informing the case for change and further exploration of practitioner research as a workforce strategy for quality improvement and staff retention.
Original languageEnglish
Number of pages20
JournalInternational Journal of Leadership in Education
DOIs
Publication statusE-pub ahead of print (In Press) - 2024

Bibliographical note

Publisher Copyright:
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Open Access - Access Right Statement

© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.

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