Scaffolding leadership for learning in school education : Insights from a factor analysis of research conducted in Australian independent schools

The notion of leadership for learning as a resource for improving student learning in schools has attracted much attention from scholars. However, its use lacks clarity or meaning for teachers implementing this concept in schools. In seeking to pursue a better understanding of leadership for learnin...

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Published inEducational management, administration & leadership Vol. 42; no. 4; pp. 474 - 490
Main Authors Marsh, Scott, Waniganayake, Manjula, Gibson, Ian W
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.07.2014
Sage Publications Ltd
Subjects
Academic Achievement
Australia
Discriminant analysis
Educational Improvement
Educational leadership
Factor Analysis
Foreign Countries
Instructional Leadership
Interprofessional Relationship
Leadership qualities
Leadership Styles
Learning
Likert Scales
Nongovernment schools
Online Surveys
Primary secondary education
Principals
Private Schools
Program Effectiveness
Scaffolding (Teaching technique)
School effectiveness
School improvement
Surveys
Teacher attitudes
Teacher Surveys
Teamwork
Australia
Leadership for learning
authoritative leadership
team effectiveness
school improvement
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Summary:The notion of leadership for learning as a resource for improving student learning in schools has attracted much attention from scholars. However, its use lacks clarity or meaning for teachers implementing this concept in schools. In seeking to pursue a better understanding of leadership for learning based on a comprehensive review of relevant literature a scaffold of key themes was established. This scaffold shows leadership for learning as a liberating process in which whole-school communities actively engage in purposeful interactions that nurture relationships focused on improving learning. In examining the extent to which this conception of leadership for learning was evident in schools, a survey was developed and tested for its veracity. This article presents the results of factor analysis and importantly, introduces two themes not originally included in the scaffold. [Author abstract]
Bibliography:Refereed article. Includes bibliographical references.
Educational Management Administration and Leadership; v.42 n.4 p.474-490; July 2014
ISSN:1741-1432
1741-1440
DOI:10.1177/1741143213502197