Advertisement

School Leadership as an Influence on Teacher Quality

  • Christopher DayEmail author
Chapter
First Online:
Part of the New Frontiers of Educational Research book series (NFER)

Abstract

In this chapter, I will suggest that discussions of teacher quality in and beyond initial or pre-service teacher education will always be incomplete without a consideration of the role played by school leaders in influencing, in particular, three key components of teacher quality: (i) professional autonomy; (ii) professional capital; and (iii) teacher commitment, well-being and expertise. Although ensuring that they teach to their best and well is an individual teacher responsibility and, arguably, their moral duty, it is also a government responsibility, in order to enable the development of a just society and economic progress, and an individual school responsibility through the daily presence and actions of principals and other school leaders.

Keywords

Teacher Education Programme Professional Learning School Principal School Leader Successful School 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in to check access.

References

  1. Apple, M. (2011). Autonomy as a predictor of English proficiency. OnCUE Journal, 4(3), 191–216.Google Scholar
  2. Ayres, P., Sawyer, W., & Dinham, S. (2004). Effective teaching in the context of a grade 12 high-stakes external examination in New South Wales, Australia. British Educational Research Journal, 20(1), 144–165.Google Scholar
  3. Bajorek, Z., Gulliford, J., & Taskila, T. (2014). Healthy teachers, higher marks? Establishing a link between teacher health and wellbeing, and student outcomes. London: The Work Foundation.Google Scholar
  4. Ball, S. J. (2012). Global Education inc. New policy networks and the neo-liberal imaginary. London: Routledge.Google Scholar
  5. Beijaard, D. (1995). Teachers’ prior experiences and actual perceptions of professional identity. Teachers and Teaching: Theory and Practice, 1(2), 281–294.CrossRefGoogle Scholar
  6. Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). The draw of home, how teachers’ preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management, 24(1), 113–134.CrossRefGoogle Scholar
  7. Brookfield, S. D. (1998). Critically reflective practice. Journal of Continuing Education in the Health Professions, 18(4), 197–205.CrossRefGoogle Scholar
  8. Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.Google Scholar
  9. Bullough, R. (2011). Hope, happiness, teaching and learning. In C. Day & J. C. -K. Lee (Eds.), New understandings of teacher’s work, Professional Learning, and Development in Schools and Higher Education 6. Dordrecht: Springer.Google Scholar
  10. Darling-Hammond, L., et al. (2012). Evaluating Teacher Evaluation. Phi Delta Kappan. March, http://www.kappanmagazine.org/content/93/6/8.short
  11. Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer.Google Scholar
  12. Day, C. (2008). Committed for life? Variations in teachers’ work, lives and effectiveness. Journal of Educational Change, 9(3), 243–260.CrossRefGoogle Scholar
  13. Day, C. (2011). Building and sustaining successful principalship in an English school. In L. Moos, O. Johansson, & C. Day (Eds.), How school principals sustain success over time—international perspectives. Dordrecht: Springer.Google Scholar
  14. Day, C., & Gu, Q. (2014). Resilience teachers, resilient schools: Building and sustaining quality in testing times. London: Routledge.Google Scholar
  15. Day, C., & Gurr, D. (Eds.). (2014). Leading schools successfully: Stories from the field. London: Routledge.Google Scholar
  16. Day, C., Harris, A., Hadfield, M., Tolley, H., & Beresford, J. (2000). Leading schools in times of change. Buckingham: Open University Press.Google Scholar
  17. Day, C., & Leithwood, K. (Eds.). (2007). Successful school principal leadership in times of change: International perspectives. Dordrecht, The Netherlands: Springer.Google Scholar
  18. Day, C., Sammons, P., Leithwood, K., Hopkins, D., Gu, Q., Brown, E., et al. (2011a). Successful school leadership: Linking with learning and achievement. Maidenhead: McGraw Hill Open University Press.Google Scholar
  19. Day, C., Sammons, P., Leithwood, K., Hopkins, D., Gu, Q., Brown, E., et al. (2011b). School leadership and student outcomes: Building and sustaining success. Maidenhead: Open University Press.Google Scholar
  20. Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Variations in work, lives and effectiveness. Maidenhead: Open University Press.Google Scholar
  21. Dewberry, C., & Briner, R. (2007). Report for worklife support on the relation between well-being and climate in schools and pupil performance. London: Worklife Support.Google Scholar
  22. Engel, M., Jacob, B. A., & Curran, F. C. (2014). New evidence on teacher labor supply. American Educational Research Journal, 51(1), 36–72.CrossRefGoogle Scholar
  23. Firestone, W. A., Schorr, R. Y., & Monfils, L. F. (Eds.). (2004). The ambiguity of teaching to the test: Standards, assessment and educational reform. New Jersey: Lawrence Erlbaum Associates Inc.Google Scholar
  24. Foucault, M. (1977). Discipline and punish: The birth of the prison. London: Penguin.Google Scholar
  25. Haiyan, Q., Walker, A., & Yulian, Z. (2015). Research on Chinese principals and their work. In H. Arlestig, O. Johansson, & C. Day (Eds.), A decade of research on school principalship, studies in educational leadership 21. Dordrecht: Springer.Google Scholar
  26. Hallinger, P. (2010). Making education reform happen: Is there an ‘‘Asian’’ way? School Leadership & Management, 30, 401–418.CrossRefGoogle Scholar
  27. Hansen, D. (2005). The call to teach. Teachers College Press.Google Scholar
  28. Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. London: Routledge.Google Scholar
  29. Jiang, M. L., Chen, J. J., & Lv, P. (2010). Xuexiao neihan fazhan zhong de xiaozhang lingdaoli (Principal leadership in school improvement-a survey of 331 principals of Pudong District of Shanghai). Quanqui Jiaoyu Zhanwang (Global Education), 39(8), 78–83.Google Scholar
  30. Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., et al. (2012). Early career teachers: Stories of resilience (Report from an ARC Linkage Project (2008-2012): ‘Addressing the Teacher Exodus: Enhancing Early Career Teacher Resilience and Retention in Changing Times’). Adelaide, South Australia: University of South Australia.Google Scholar
  31. Leana, C. (2011). The missing link in school reform. Stanford social innovation review, Fall. Leland Stanford Jr. University. http://www.ssireview.org/articles/entry/the_missing_link_in_school_reform
  32. Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Seven strong claims about successful school leadership. Nottingham: DfES/NCSL.Google Scholar
  33. Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2007). Successful school leadership, what it is and how it influences pupil learning (Research Report RR800). London: DfES.Google Scholar
  34. MacLeod, D., & Clarke, N. (2009). Engaging for success. Enhancing performance through employee engagement. IPA.Google Scholar
  35. Ministry of Education. (2001). The curriculum reform guidelines for the nine-year compulsory education (trial version). Retrieved from http://edu.cn/20010926/3002911.shtml
  36. Ministry of Education. (2011). The professional standards of secondary teachers (trial version). Retrieved hhttp://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/s6127/201112/127830.html
  37. Ministry of Education. (2013). The professional standards of principals of the compulsory education stage. Retrieved from http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s7148/201302/147899.html (in Chinese).
  38. Moore Johnson, S. (2007). Finders and keepers: Helping new teachers survive and thrive in our schools. San Francisco: Jossey-Bass.Google Scholar
  39. Mulford, B., & Silins, H. (2003). Leadership for organisational learning and improved student outcomes. Cambridge Journal of Education, 33(2), 175–195.CrossRefGoogle Scholar
  40. Ozga, J. (2012). Governing knowledge: Data, inspection and education policy in Europe. Globalisation, Societies and Education, 10(4), 439–455.CrossRefGoogle Scholar
  41. Raaen, D. (2011). Autonomy, candour and professional teacher practice: A discussion inspired by the later works of Michel Foucault. Journal of Philosophy of Education, 45(4), 627–641.CrossRefGoogle Scholar
  42. Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. Iterative best evidence syntheses (BES) programme, Ministry of Education, New Zealand. Available at www.educationcounts.govt.nz/topics/BES
  43. Santoro, D. A. (2011). Good teaching in difficult times: Demoralization in the pursuit of good work. American Journal of Education, 118(1), 1–23.CrossRefGoogle Scholar
  44. Seashore-Louis, K. (2007). Trust and improvement in schools. Journal of Educational Change, 8, 1–24.CrossRefGoogle Scholar
  45. Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14.CrossRefGoogle Scholar
  46. Slater, H., Davies, N., & Burgess, S. (2009). Do teachers matter? Measuring the variation in teacher effectiveness in England. Bristol: The Centre for Market and Public Organisation.Google Scholar
  47. Stobart, G. (2014). The expert learner: Challenging the myth of ability. Maidenhead: Open University Press.Google Scholar
  48. Syed, M. (2010). Bounce: How champions are made. London: Fourth Estate.Google Scholar
  49. Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco: Jossey-Bass.Google Scholar
  50. Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college and university-based teacher education. Educação Revista do Centro de Educação UFSM, 35(3), 479–501.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.University of NottinghamNottinghamEngland, UK

Personalised recommendations

Cite chapter

Buy options