Brokering school improvement through a school–university partnership: a longitudinal social network analysis of middle leadership development

• Published in: Journal of educational administration Vol. 62; no. 6; pp. 668 - 685
• Main Authors: Bryant, Darren A., Ho, Chun Sing Maxwell, Lu, Jiafang, Wong, Yiu Lun Leo
• Format: Journal Article
• Language: English
• Published: Armidale Emerald Publishing Limited 29.11.2024; Emerald Group Publishing Limited
• Subjects: Collaboration; Education reform; Educational leadership; Educational Needs; Educational partnerships; Learning; Quality of education; Social networks; Student Needs; Teacher Collaboration; Teacher Leadership; Teaching; Hong Kong China; China; Middle leader development; School improvement; Social network analysis; School–university partnership; Hong Kong
• ISSN: 0957-8234; 1758-7395
• DOI: 10.1108/JEA-10-2023-0244

PurposeThis study addresses a gap in the knowledge on how longitudinal engagement in a school improvement initiative influences change in middle leaders’ (MLs') interactions and assesses how school–university partnerships around school improvement can support teachers with formal leadership roles (i.e. MLs’) leadership development.Design/methodology/approachUsing a two-year longitudinal research design, university staff facilitated middle leadership training in a school-defined improvement initiative on lesson study. Results from a pre-test followed by two post-tests administered at one-year intervals were collected on social networks. Analyses examined changes in indegree and brokerage patterns among groupings of senior leaders (SL), subject leaders, cross-school specialists and teachers.FindingsAccounting for staffing changes, 27 of 67 staff members participated in each survey, yielding 1,623 distinct ties connecting school members. Over the first year, advice-seeking increased by 225%. SLs’ initial propensity to consult peers shifted towards MLs and teachers. Subject leaders advising other leaders and teachers increased tenfold. Teachers’ peer-to-peer consultation increased by 2,000%. Specialists with school-wide responsibilities became the dominant group for advising other leaders, such as SLs and subject leaders. These shifts were sustained over the second year.Originality/valueThe study demonstrates that engagement in the school–university partnership support and the corresponding structural changes stimulated robust cross-school dialogue among teachers and various leaders. Brokerage patterns indicated an enhanced role for MLs in driving the school-defined improvement initiative which corresponded to university-designed development activities.