Jorunn Møller, Gunn Vedøy, Anne Marie Presthus and Guri Skedsmo
The purpose of this paper is to explore whether and how success has been sustained over time in schools which were identified as being successful five years ago.
Abstract
Purpose
The purpose of this paper is to explore whether and how success has been sustained over time in schools which were identified as being successful five years ago.
Design/methodology/approach
Three schools were selected for a revisit, and the sample included two combined schools (grade 1‐10) and one upper secondary school (grade 11‐13). In two schools the same principals were still in post, and in the third school there had recently been a change in principalship. Interviews with the principal and a group of teachers at each school were the major source of new data. Questions that guided the study: What structural and cultural changes can be identified within the schools compared with five years ago? What factors might help sustain success over time?
Findings
The learning‐centred approach identified earlier had been sustained in the schools during the five years. All principals focused on multiple ways of influencing staff motivation, commitment and working conditions, teamwork was a vital characteristic, and they also reported on their struggle to sustain and promote equity and social justice. For the two schools with principals still in post one could hardly detect any change in preferred strategies, but for the third school with the new principal there was a significant change. Although his ethos was closely connected to that which existed at the school five years ago, his leadership approach and the agenda for school improvement were different. As such, the study provides an example of how principals have the power to set the tone and the agenda for school development even though leadership practice is an interactive process involving many people.
Originality/value
The paper provides knowledge about sustainable leadership in a context where new expectations are raised towards schools, and principals are in particular challenged to respond to new and sometimes contradicting expectations.
Details
Keywords
Maria Nicolaidou, Yiasemina Karagiorgi and Alexandra Petridou
The purpose of this paper is to discuss feedback-based group coaching as a strategy towards school leaders’ development. On the basis of data collected within the framework of the…
Abstract
Purpose
The purpose of this paper is to discuss feedback-based group coaching as a strategy towards school leaders’ development. On the basis of data collected within the framework of the project “Professional Learning through Feedback and Reflection” (PROFLEC), this case study explores the Cypriot school leaders’ views about feedback and coaching as developmental tools. The PROFLEC project was implemented in participating countries during 2013-2015 and involved completing an online leadership self-assessment inventory, training as well as coaching sessions.
Design/methodology/approach
Observations and interviews with coachees and coaches illustrate participants’ views on feedback-based group coaching, the critical conditions of its implementation and the perceived value of the particular model.
Findings
The study concludes that feedback-based group coaching can enhance school leaders’ organisational socialisation and learning; yet, certain aspects, such as the nature of the feedback, the role of the coaches, the establishment of trust as well as voluntary participation are required to enhance reflection towards action for school leaders.
Originality/value
This paper supports the importance of feedback-based group coaching as a developmental strategy for school leaders.