WHAT DO PRINCIPALS OF HIGH PERFORMING SCHOOLS DO TO ACHIEVE SUSTAINED IMPROVEMENT RESULTS?

Back to Page Authors: David E Lynch, D Tony Yeigh, Lewes Peddell

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Keywords: leadership, school reform, teaching improvement, school improvement

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Abstract: Education systems across the globe have enacted various national testing regimes to monitor and report on student achievement progress as an outcome of teaching performance. This paper reports on an investigation of the strategies that principals of high achieving schools use to achieve their school results, based on NAPLAN reports (the national testing regime in Australia) and interpreted via the ACE model of organisational readiness. Our findings identified specific principal behaviours, actions and attitudes as necessary for effective school-wide improvement programs, as well as the existence of commonly shared strategies and approaches that help to explain why these particular principals have been successful in their pursuit of school improvement.

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