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

Gu, Qing; Sammons, Pam; Chen, Junjun

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.

Citation

Gu, Q., Sammons, P., & Chen, J. (2018). How principals of successful schools enact education policy: perceptions and accounts from senior and middle leaders. Leadership and Policy in Schools, 17(3), 373-390. https://doi.org/10.1080/15700763.2018.1496344

• 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.