A collective act : leading a small school by Michelle Anderson, Michelle Davis, Peter Douglas, David

By Michelle Anderson, Michelle Davis, Peter Douglas, David Lloyd, Barrey Niven, Hilary Thiele

A Collective Act: major a small tuition explores the features of, the context for, and the demanding situations to profitable management. It identifies what the learn says approximately small institution management after which tells 5 compelling tales of top in such settings, from throughout Australia. jointly, the study and the circumstances current a powerful argument for greater realizing this special context of leadership.

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545–61; Matthews, P, Moorman, H & Nusche, D 2007, ‘School leadership development strategies: Building leadership capacity in Victoria, Australia’, Case study report for the OECD Improving School Leadership Activity, Directorate for Education, OECD, Paris; Mulford, B 2008, The leadership challenge: Improving learning in schools, ACER Press, Camberwell, Victoria; Wildy, H & Clarke, S 2005, ‘Leading the small rural school: The case of the novice principal’, Leading & Managing, vol. 11, no. 1, pp. 43–56; Wilson, V 2005, Leadership in small Scottish primary schools: Scottish Government Social Research, Information, Analysis and Communication Division, Scottish Government, Edinburgh, Scotland.

John Ewington and colleagues12 undertook a further analysis of the survey responses received in late 2005 and early 2006 for the Successful Schools Principals Project (SSPP). e. in their study this meant less than 201 full-time equivalent student enrolments). Among the nine survey items related to leadership tensions and dilemmas (asking principals to respond to each item along a 5-point frequency scale of 1/never to 5/always), there was a statistically significant difference between the mean scores of principals of small schools and ‘all’ other principals in Tasmania on two items: • • I experience tensions between the need to be present at school and the need to participate outside the school.

In their focus groups of young people in year levels 10, 11 and 12 from 15 settings across Australia (rural, remote and metropolitan, covering all states and one territory), Alloway and colleagues20 found that the more vulnerable the economy, the more adamant students were that they would School leadership matters 27 leave town. The researchers note that this was more likely to be raised in the focus groups as an option when the students perceived they had limited local career prospects and quality of life.

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