Middle-level leaders as direct instructional leaders in New Zealand schools: A study of role expectations and performance confidence

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Authors
Cardno, Carol
Robson, J. L.
Deo, Arun
Bassett, Martin
Howse, Jo
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Date
2019
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Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
New Zealand
secondary schools
primary schools
middle level leaders
instructional leadership
quantitative studies
middle leadership
Citation
Cardno, C., Robson, J., Deo, A., Bassett, M., & Howse, J. (2019). Middle-level leaders as direct instructional leaders in New Zealand schools: A study of role expectations and performance confidence. Journal of Educational Leadership Policy and Practice, 33(2), 32-47.
Abstract
The literature on instructional leadership consistently assigns this role to school principals whilst indicating that it can be spread amongst others. Recently the spotlight has moved to middle leadership involving a focus on classrooms through direct instructional leadership. The purpose of this study was to add to a small but growing body of literature that centres on middle-level leadership in schools. The research aims were to conceptualise the nature of the direct form of instructional leadership that has been devolved to the middle leadership level; investigate perceptions of expectations held of middle leaders in schools; and investigate their perceived confidence in performing the role. An on-line survey of 185 primary and secondary school middle-level leaders confirmed strong agreement with the role expectations described in terms of a conceptual framework of direct instructional leadership. The results indicated that whilst overall confidence in performing these tasks was high, gaps existed between role expectations and performance confidence, with the function of “having difficult conversations” being the largest gap for both primary and secondary school middle-level leaders.
Publisher
New Zealand Educational Administration and Leadership Society (NZEALS)
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New Zealand Educational Administration and Leadership Society (NZEALS)
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This journal provides immediate open access to its content under the Creative Commons CC BY-NC-ND 4.0 license on the principle that making research freely available to the public supports a greater global exchange of knowledge. Under the CC BY-NC-ND 4.0 license users are free to share the work (copy and redistribute the material in any medium or format), if the contribution is properly attributed and used for non-commercial purposes. The material published in the journal may not be altered or built upon.
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