Understanding school middle-leading practices : developing a middle-leading practice model

Sharon Tindall-Ford, Peter Grootenboer, Christine Edwards-Groves, Catherine Attard

Research output: Contribution to journalArticlepeer-review

Abstract

School systems in Australia, and internationally, are focused on improving classroom teaching and learning to enhance student outcomes. Middle leaders (MLs) are increasingly required to lead school-based development initiatives to improve classroom practices. Informed by previous research on middle-leading and the theory of practice architectures, a survey instrument was created to understand who Australian school MLs are (n = 199) and ascertain their perceptions of the practices central to leading teaching and learning in their school sites. Through descriptive, exploratory, and confirmatory factor analyses, this paper reports on the reported practices of Australian MLs, and, through the analysis, a revised ML practice model is proposed. The results confirm that ML practices are orientated to the people they lead in their school site, who they support, collaborate with, and advocate for, with practising leading upwards to the school principal identified as an important ML practice.
Original languageEnglish
Article number492
Number of pages19
JournalEducation Sciences
Volume14
Issue number5
DOIs
Publication statusPublished - May 2024

Open Access - Access Right Statement

© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).

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