Perceptions of Successful School Leadership in Highly Disadvantaged Urban Contexts: a Comparative Study

Author(s):

Steve JonesJoanna Michalak

Conference:

ECER 2009

Network:

26. Educational Leadership

Format:

Paper

Session Information

26 SES 09 A,

Paper Session

Time:

2009-09-30

10:30-12:00

Room:

NIG, Seminarraum, 6. Floor

Chair:

Helen Wildy

Contribution

This paper outlines results from an initial pilot study, being Stage One of a three year comparative project, based on schools in two highly disadvantaged communities in Poland and England. Stage Two will comprise a case study (September 2009-August 2010) and Stage Three will involve writing of final outcomes, dissemination and publication (September 2010-August 2011). The main purpose of the paper is to present perceptions of successful school leadership in bringing about positive achievement for pupils in these urban contexts. The paper consists of three main parts. Firstly, there is a critical overview of existing literature and research knowledge about successful school leadership in highly disadvantaged communities, including our own recent research projects (Jones, 2007; Michalak and Jones, 2008), and refelecting on current policy development (EU-wide as well as in Poland and England). Secondly, there is a description of methods and methodology employed in the study. Thirdly, the paper considers our initial findings and possible wider conclusions. The main research question for the study which we examine in this paper is "what is perceived to be successful school leadership practice in highly disadvantaged urban contexts?" The areas of inquiry which we regard as important to answer this question are: 1. What are perceived to be fruitful conditions for achieving success in these contexts? 2. What are the major values and motivations that sustain school leaders in achieving success? 3. How do school leaders view their role generally, including towards their surrounding community?

Method

The project adopts a mainstream qualitative methodology and methods. Nevertheless, we aim over the project as a whole pragmatically to utilise whatever methods (eg quaetionaires) and concrete evidence (eg inspection reports, examination and performance data) are advantageous to triangulate with outcomes from our two comparative studies. The paper outlines: 1. Research partner perspectives concerning the agreed direction of the project 2. Detailed criteria adopted for selection of the two school communities of percieved positive school leadership and performance in Poland and England 2. Description of the two cases: schools and local community (the nature of the community, topography of the schools, school leaders' biographies and characteristics, and schools' progress) 3. Outcomes from pilot studies in both countries within the two selected communities to test initial perceptions of successful school leadership practices within and beyond the school, involving semi-structured interviews with local school leaders and local authority/municipality school standards. officers)

Expected Outcomes

The outcome of this paper is to present broad issues and pressing concerns for perceived successful school leadership practice. It examines how school leaders view the task of promoting educational success for their pupils and the lifting of aspiration of their surrounding local community. The eventual aim is for the project to affect policy and practice more widely in this crucial area of working. To this end, publication is essential to aiding this process of dissemination.

References

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Author Information

Steve Jones

Sheffield Hallam University

Faculty of Development and Society

Sheffield

Joanna Michalak

University of Lodz

Faculty of Educational Studies

Lodz

170

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