Skip to main content

Research Repository

Advanced Search

How principals of successful schools enact education policy: perceptions and accounts from senior and middle leaders

Gu, Qing; Sammons, Pam; Chen, Junjun

How principals of successful schools enact education policy: perceptions and accounts from senior and middle leaders Thumbnail


Authors

Qing Gu

Pam Sammons

Junjun Chen



Abstract

© 2018, © 2018 Taylor & Francis Group, LLC. This article investigates, from the perspective of senior and middle leaders, how secondary principals in England lead their schools to achieve sustainable performance despite policy shifts. Empirical data were drawn from structural equation modeling (SEM) analyses of a questionnaire survey from 309 effective and improved secondary schools in England and longitudinal interview data from a subsample of four case-study schools. The research suggests that what the principals were perceived to be doing successfully was to use policies as opportunities—purposefully, progressively, and strategically—to regenerate coherent cultures and conditions which support the staff to learn to renew their practice.

Journal Article Type Article
Acceptance Date Aug 20, 2018
Publication Date Aug 20, 2018
Deposit Date Nov 22, 2018
Publicly Available Date Feb 21, 2020
Journal Leadership and Policy in Schools
Print ISSN 1570-0763
Electronic ISSN 1744-5043
Publisher Routledge
Peer Reviewed Peer Reviewed
Volume 17
Issue 3
Pages 373-390
DOI https://doi.org/10.1080/15700763.2018.1496344
Public URL https://nottingham-repository.worktribe.com/output/1221431
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis in Leadership and Policy in Schools on 20/08/2018, available online: http://www.tandfonline.com/ 10.1080/15700763.2018.1496344.

Files





Downloadable Citations