Autonomy, Instructional Leadership and Improving Outcomes -- The LSLD Reforms in NSW, Australia

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  • Author(s): Eacott, Scott (ORCID Eacott, Scott (ORCID 0000-0002-5612-5887); Niesche, Richard (ORCID Niesche, Richard (ORCID 0000-0001-9621-0712); Keddie, Amanda (ORCID Keddie, Amanda (ORCID 0000-0001-6111-0615); Blackmore, Jill (ORCID Blackmore, Jill (ORCID 0000-0002-1049-2788); Wilkinson, Jane (ORCID Wilkinson, Jane (ORCID 0000-0002-0727-0025); Gobby, Brad (ORCID Gobby, Brad (ORCID 0000-0002-2170-5435); MacDonald, Katrina (ORCID MacDonald, Katrina (ORCID 0000-0003-0871-1643)
  • Language:
    English
  • Source:
    Leadership and Policy in Schools. 2023 22(3):811-824.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      14
    • Subject Terms:
      Instructional Leadership; Outcomes of Education; Educational Improvement; Educational Change; Foreign Countries; Institutional Autonomy; Social Justice; Educational Policy; Accountability
    • Subject Terms:
      Australia
    • Accession Number:
      10.1080/15700763.2022.2081212
    • ISSN:
      1570-0763
      1744-5043
    • Abstract:
      A persuasive solution for governments and systemic authorities seeking to improve the quality and equity of outcomes for students has been the localized management of schools. Believed to provide opportunities for context-sensitive decision-making, what remains unclear is how does shifting increasing management to the school-level generate the type of leadership necessary to improve outcomes? Drawing from a subset from an Australian study of school autonomy, we argue that reforms simply cannot improve outcomes as they generate work that takes leaders and educators away from teaching and learning activities and sustain if not advance enduring inequities in the system.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1394916