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

Qing GU, Pamela SAMMONS, Junjun CHEN

Research output: Contribution to journalArticle

Abstract

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. Copyright © 2018 Taylor & Francis Group, LLC.
Original languageEnglish
Pages (from-to)373-390
JournalLeadership and Policy in Schools
Volume17
Issue number3
Early online dateAug 2018
DOIs
Publication statusPublished - 2018

Fingerprint

school education
leader
school
secondary school
staff
questionnaire
interview
performance
Group
Education policy
England
Staff
Empirical data
Structural equation modeling
Secondary school
Questionnaire survey

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. doi: 10.1080/15700763.2018.1496344