Abstract:
The purpose of this study was to identify ‘what is working’ to improve student academic success (SAS) and workplace wellbeing (WWB) in multiple (ten) regional, rural and remote (RRR) case study schools across Queensland.
As a small school teaching principal, herself, the researcher was determined to discover the dynamics of leadership in RRR contexts that defy their level of disadvantage. The discourse between the principal-researcher and the principal-participants brought an authentic edge and depth to the research findings through peer sharing.
A dual approach to the research design was used by combining case study and grounded theory methodology to provide a model for success that can be applied initially to RRR schools and adapted for use in a wider variety of schools.
The parameters of the study were identified in the initial literature review as the 4P’s: (i) Place and Performance, (ii) People, (iii) Programs, and (iv) Process.
Principals participating in the research responded to the three key research questions to create new knowledge on living, learning and leading in RRR contexts across Queensland.
The individual case studies range from small school principal perspectives on teaching and learning techniques that improve SAS, to large regional high school principals who manage wellbeing, engagement and innovation to improve outcomes and market share through marketing, mindset and motivation.
This study created new knowledge on the practical and functional ways in which principals approached their collective and cumulative contexts.
Self-selected participants shared their learnings, both personally and professionally about their pursuit of creating and sustaining positive cultural change to improve SAS and WWB.
They provided pearls of wisdom for preparation of teachers into aspiring leader positions in RRR communities. The results fell into the categories of ‘personal attributes’, ‘personal preparedness’, and ‘professional preparation’.
The sequence of key priorities for principals in RRR schools to lead cultural change to improve SAS and WWB outcomes was consistently identified as ‘communication’ and ‘community,’ essentially, building meaningful relationships with people.
This research captures the perspectives of what some of the most historically challenging schools in Queensland are currently doing through community consultation, innovation and resourcing to create cultural change.
Participants in this study had a sense of hope, they shared their processes and personal perspectives for the purpose of improved outcomes in RRR schools.
As a small school teaching principal, herself, the researcher was determined to discover the dynamics of leadership in RRR contexts that defy their level of disadvantage. The discourse between the principal-researcher and the principal-participants brought an authentic edge and depth to the research findings through peer sharing.
A dual approach to the research design was used by combining case study and grounded theory methodology to provide a model for success that can be applied initially to RRR schools and adapted for use in a wider variety of schools.
The parameters of the study were identified in the initial literature review as the 4P’s: (i) Place and Performance, (ii) People, (iii) Programs, and (iv) Process.
Principals participating in the research responded to the three key research questions to create new knowledge on living, learning and leading in RRR contexts across Queensland.
The individual case studies range from small school principal perspectives on teaching and learning techniques that improve SAS, to large regional high school principals who manage wellbeing, engagement and innovation to improve outcomes and market share through marketing, mindset and motivation.
This study created new knowledge on the practical and functional ways in which principals approached their collective and cumulative contexts.
Self-selected participants shared their learnings, both personally and professionally about their pursuit of creating and sustaining positive cultural change to improve SAS and WWB.
They provided pearls of wisdom for preparation of teachers into aspiring leader positions in RRR communities. The results fell into the categories of ‘personal attributes’, ‘personal preparedness’, and ‘professional preparation’.
The sequence of key priorities for principals in RRR schools to lead cultural change to improve SAS and WWB outcomes was consistently identified as ‘communication’ and ‘community,’ essentially, building meaningful relationships with people.
This research captures the perspectives of what some of the most historically challenging schools in Queensland are currently doing through community consultation, innovation and resourcing to create cultural change.
Participants in this study had a sense of hope, they shared their processes and personal perspectives for the purpose of improved outcomes in RRR schools.