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Professor CHRISTOPHER DAY's Outputs (13)

Successful School Principalship: A Meta-Synthesis of 20 Years of International Case Studies (2024)
Journal Article
Sun, J., Day, C., Zhang, R., Zhang, H., Huang, T., & Lin, J. (2024). Successful School Principalship: A Meta-Synthesis of 20 Years of International Case Studies. Education Sciences, 14(9), Article 929. https://doi.org/10.3390/educsci14090929

This meta-synthesis crosses international borders by analyzing successful principalship across nine countries. With careful, detailed, systematic, and analytic synthesis, it critically explores research-informed understandings of successful principal... Read More about Successful School Principalship: A Meta-Synthesis of 20 Years of International Case Studies.

Lessons from Two Decades of Research about Successful School Leadership in England: A Humanistic Approach (2024)
Journal Article
Mincu, M., Colman, A., Day, C., & Gu, Q. (2024). Lessons from Two Decades of Research about Successful School Leadership in England: A Humanistic Approach. Education Sciences, 14(2), Article 187. https://doi.org/10.3390/educsci14020187

This paper reviews the research on successful school principalship carried out in England over the last 20 years. Drawing on evidence synthesized from the International Successful School Principalship Project (ISSPP) and related English school leader... Read More about Lessons from Two Decades of Research about Successful School Leadership in England: A Humanistic Approach.

Australian teachers' perceptions of effectiveness in a performative culture (2021)
Journal Article
Simpson, A., Day, C., Goulding, J., & Asha, J. (2022). Australian teachers' perceptions of effectiveness in a performative culture. Teaching and Teacher Education, 109, Article 103542. https://doi.org/10.1016/j.tate.2021.103542

Teachers' perceptions of effectiveness are shaped by myriad factors, including broad-based national education policy, personal values, and the demands of particular schools and students. Previous research has not investigated the shifting impact of i... Read More about Australian teachers' perceptions of effectiveness in a performative culture.

How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice (2019)
Journal Article
Day, C. (2020). How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice. British Educational Research Journal, 46(1), 247-264. https://doi.org/10.1002/berj.3577

This article reports a 3-year case study of a primary school in England, in which a recently appointed principal attempted to build ‘collegial professional autonomy’ (Nordic Journal of Studies in Educational Policy, 2, 2015, 20) within a push to impr... Read More about How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice.

How Successful Secondary School Principals in England Respond to Policy Reforms: The Influence of Biography (2018)
Journal Article
Day, C., & Gu, Q. (2018). How Successful Secondary School Principals in England Respond to Policy Reforms: The Influence of Biography. Leadership and Policy in Schools, 17(3), 332-344. https://doi.org/10.1080/15700763.2018.1496339

© 2018 Taylor & Francis Group, LLC. This article examines how values embedded in the biographies of principals of successful schools influence their responses to systemic policy reforms. Drawing on examples from two secondary principals with simila... Read More about How Successful Secondary School Principals in England Respond to Policy Reforms: The Influence of Biography.

The construction of early career teachers’ identities: coping or managing? (2017)
Journal Article
Hong, J., Day, C., & Greene, B. (in press). The construction of early career teachers’ identities: coping or managing?. Teacher Development, https://doi.org/10.1080/13664530.2017.1403367

This paper examines how early career teachers cope with or manage the challenges that they experience during the transition from pre-service to the first and then the second year of teaching as they seek to establish stable, positive, professional id... Read More about The construction of early career teachers’ identities: coping or managing?.

Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: challenges of living on the edge (2016)
Journal Article
Day, C. (in press). Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: challenges of living on the edge. Teaching and Teacher Education, 59, https://doi.org/10.1016/j.tate.2016.05.015

This paper investigates how teachers in one school in a socio-economically disadvantaged urban setting draw upon their capacities for resilience to maintain a sense of positive professional identity, commitment and moral purpose. It identifies the dy... Read More about Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: challenges of living on the edge.

The impact of leadership on student outcomes: how successful school leaders use transformational and instructional strategies to make a difference (2016)
Journal Article
Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: how successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), https://doi.org/10.1177/0013161X15616863

Purpose: This article illustrates how successful leaders combine the too often dichotomized practices of transformational and instructional leadership in different ways across different phases of their schools’ development in order to progressively s... Read More about The impact of leadership on student outcomes: how successful school leaders use transformational and instructional strategies to make a difference.

Framing research on school principals’ identities (2016)
Journal Article
Crow, G., Day, C., & Møller, J. (2017). Framing research on school principals’ identities. International Journal of Leadership in Education, 20(3), 265-277. https://doi.org/10.1080/13603124.2015.1123299

© 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This paper provides a basis for a tentative framework for guiding future research into principals’ identity construction and development. It is situated in th... Read More about Framing research on school principals’ identities.

Research priorities for public mental health in Europe: Recommendations of the ROAMER project (2015)
Journal Article
Forsman, A. K., Wahlbeck, K., Aarø, L. E., Alonso, J., Barry, M. M., Brunn, M., Cardoso, G., Cattan, M., De Girolamo, G., Eberhard-Gran, M., Evans-Lacko, S., Fiorillo, A., Hansson, L., Haro, J. M., Hazo, J. B., Hegerl, U., Katschnig, H., Knappe, S., Luciano, M., Miret, M., …Valimaki, M. (2015). Research priorities for public mental health in Europe: Recommendations of the ROAMER project. European Journal of Public Health, 25(2), 249-254. https://doi.org/10.1093/eurpub/cku232

© The Author 2015. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved. Background: The ROAdmap for MEntal health Research in Europe project aimed to create an integrated European roadmap for... Read More about Research priorities for public mental health in Europe: Recommendations of the ROAMER project.

Sustaining the turnaround: what capacity building means in practice (2014)
Journal Article
Day, C. (2014). Sustaining the turnaround: what capacity building means in practice. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(1),

The purpose of this paper is to show how successful, sustained school improvement in schools in urban settings which serve highly disadvantaged communities relies upon the qualities and skills of their principals to engage, simultaneously, in capacit... Read More about Sustaining the turnaround: what capacity building means in practice.

Using mixed methods to investigate school improvement and the role of leadership: an example of a longitudinal study in England (2014)
Journal Article
Sammons, P., Davis, S., Day, C., & Gu, Q. (2014). Using mixed methods to investigate school improvement and the role of leadership: an example of a longitudinal study in England. Journal of Educational Administration, 52(5), https://doi.org/10.1108/JEA-10-2013-0121

Purpose-The purpose of this paper is to discuss the use of mixed methods research in a major three year project and focuses on the contribution of quantitative and qualitative approaches to study school improvement. It discusses the procedures and mu... Read More about Using mixed methods to investigate school improvement and the role of leadership: an example of a longitudinal study in England.