dc.contributor.author |
Meyer, Frauke |
|
dc.contributor.author |
Bendikson, Linda |
|
dc.contributor.author |
Le Fevre, Deidre M |
|
dc.date.accessioned |
2021-09-13T22:02:14Z |
|
dc.date.available |
2021-09-13T22:02:14Z |
|
dc.date.issued |
2020-12-14 |
|
dc.identifier.citation |
Educational Management Administration & Leadership 174114322097971 14 Dec 2020 |
|
dc.identifier.issn |
1741-1432 |
|
dc.identifier.uri |
https://hdl.handle.net/2292/56522 |
|
dc.description.abstract |
<jats:p> Many studies claim the importance of goal-setting for school improvement but few outline specific practices. This study highlights specific goal-setting practices associated with successful school improvement efforts. It reports on a 2-year collaborative research project, which closely examined three principals’ goal-setting practices in the context of their schools. It documents principals’ and staffs’ efforts to improve equity in outcomes through detailed case studies. Case studies drew on principal and teacher interview data, workshop artifacts and discussion recordings, observations, school reports and school achievement data. The in-depth case and cross-case analyses focused on micro-level leadership practices and their impact on school-wide practices. This study highlights four key leadership drivers for improvement. These include: justifying goals in ways that challenge teachers’ beliefs about current achievement to raise commitment; embedding tight and rigourous monitoring practices with a focus on problem-solving and improvement; distributing responsibility and leadership; and developing the capability and collective responsibility of middle leaders. Our discussion highlights how leaders’ belief systems can enable or constrain their ability to influence their schools’ cultures. </jats:p> |
|
dc.language |
en |
|
dc.publisher |
SAGE Publications |
|
dc.relation.ispartofseries |
Educational Management Administration & Leadership |
|
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
|
dc.rights.uri |
https://us.sagepub.com/en-us/nam/posting-to-an-institutional-repository-green-open-access |
|
dc.subject |
Social Sciences |
|
dc.subject |
Education & Educational Research |
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dc.subject |
School improvement |
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dc.subject |
goal-setting |
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dc.subject |
principal leadership |
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dc.subject |
leadership |
|
dc.subject |
monitoring |
|
dc.subject |
collective responsibility |
|
dc.subject |
1303 Specialist Studies in Education |
|
dc.subject |
1301 Education Systems |
|
dc.title |
Leading school improvement through goal-setting: Evidence from New Zealand schools |
|
dc.type |
Journal Article |
|
dc.identifier.doi |
10.1177/1741143220979711 |
|
pubs.begin-page |
174114322097971 |
|
dc.date.updated |
2021-08-29T05:55:29Z |
|
dc.rights.holder |
Copyright: The author |
en |
pubs.author-url |
http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000601234100001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e41486220adb198d0efde5a3b153e7d |
|
pubs.publication-status |
Published online |
|
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.subtype |
Article |
|
pubs.subtype |
Early Access |
|
pubs.subtype |
Journal |
|
pubs.elements-id |
833241 |
|
dc.identifier.eissn |
1741-1440 |
|
pubs.number |
ARTN 1741143220979711 |
|
pubs.online-publication-date |
2020-12-14 |
|