Beyond instructional leadership: A new model recognising complexity, context and practices

Doctorate other than PhD


Farwell, Vicki. 2022. Beyond instructional leadership: A new model recognising complexity, context and practices. Doctorate other than PhD Doctor of Education. University of Southern Queensland. https://doi.org/10.26192/wq87q
Title

Beyond instructional leadership: A new model recognising complexity, context and practices

TypeDoctorate other than PhD
AuthorsFarwell, Vicki
Supervisor
1. FirstProf Dorothy Andrews
2. SecondProf Karen Trimmer
Institution of OriginUniversity of Southern Queensland
Qualification NameDoctor of Education
Number of Pages403
Year2022
PublisherUniversity of Southern Queensland
Place of PublicationAustralia
Digital Object Identifier (DOI)https://doi.org/10.26192/wq87q
Abstract

For over 30 years Instructional Leadership (IL) has been researched as an important construct in educational leadership . During that period IL has evolved, moving from an important leadership concept in its own right to being a subset of other, broader trends. More recently IL has reemerged in international policies aimed at improving student outcomes in a globally compet itive education market. Investigating historical factors that shaped these transitions established that despite its long history and wealth of research about what IL might be, concrete examples instructional leaders might actually do, were describing what limited. This study researched and identified the impact of principal IL practices within the government secondary system . Queensland The research methodology used was qualitative, through a sequential three survey, focu s groups and in-- phased research design, utilising a depth oneonone interviews. The findings provided a range of examples and through these identified contextualised IL practices and how these responsibilities . The study is significant in integrated providing exam both with other leadership ples and exemplifying an educational leadership paradigm shift by enacting a new multidimensional leadership model, built on and incorporating these explored practices, that supports leading change focused on the quality of teaching.

KeywordsInstructional Leadership; leadership frameworks; multi-dimensional leadership; learning culture; quality teaching
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390403. Educational administration, management and leadership
390201. Education policy
390102. Curriculum and pedagogy theory and development
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsSchool of Education
Permalink -

https://research.usq.edu.au/item/wq87q/beyond-instructional-leadership-a-new-model-recognising-complexity-context-and-practices

Download files


Published Version
Vicki Farwell - Thesis_Redacted.pdf
License: CC BY-NC-SA 4.0
File access level: Anyone

  • 51
    total views
  • 26
    total downloads
  • 2
    views this month
  • 4
    downloads this month

Export as

Related outputs

Publishing in the academy: An arts-based, metaphorical reflection towards self-care
Barton, Georgina, Bromdal, Annette, Burke, Katie, Fanshawe, Melissa, Farwell, Vicki, Larsen, Ellen and Pillay, Yosheen. 2023. "Publishing in the academy: An arts-based, metaphorical reflection towards self-care." The Australian Educational Researcher. 50 (4), pp. 1105-1126. https://doi.org/10.1007/s13384-022-00547-y
When research policy and practice disconnect
Farwell, Vicki. 2016. "When research policy and practice disconnect." Trimmer, Karen (ed.) Political pressures on educational and social research: international perspectives. Oxon, United Kingdom. Routledge. pp. 150-166
Instructional leadership: dimensions of complexity, assumptions and arenas for action
Farwell, Vicki. 2016. "Instructional leadership: dimensions of complexity, assumptions and arenas for action." Leading and Managing. 22 (1), pp. 57-74.