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School Leader Identification: Perceptions of Australian Faith-Based Education System Employees

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avondale-bepress-to-dspace.peer_review_statusPeer reviewed before publication
avondale-bepress.abstract<p>This article aims to contribute to the literature on school leadership identification. It adopts an Australian faith-based education system case study to explore classroom teacher and school-based administrator perceptions of both current and future school leadership identification practices. This research utilised a qualitative research design, adopting semi-structured interviews to collect employee perceptions. The respondents identify six areas of importance for school leadership identification. These include:1) defining what constitutes excellence at the classroom, school, and system levels of leadership; 2) formalising school leadership identification processes; 3) conversing with early career teachers around school leadership aspirations; 4) improving processes to communicate interest in school leadership roles; 5) heightened levels of communication between school principals and system administrators regarding high potential teacher leaders; and 6) providing school-based opportunities for school leadership development.</p>
avondale-bepress.articleid1483
avondale-bepress.authorsPeter Williams
avondale-bepress.context-key27231610
avondale-bepress.coverpage-urlhttps://research.avondale.edu.au/teach/vol15/iss1/5
avondale-bepress.document-typeed_admin
avondale-bepress.field.custom_citationWilliams, P. (2021). School leader identification: Perceptions of Australian faith-based education system employees. <em>TEACH Journal of Christian Education, 15</em>(1), 22-29. https://doi.org/10.55254/1835-1492.1483
avondale-bepress.field.doi10.55254/1835-1492.1483
avondale-bepress.field.embargo_date2022-01-09T00:00:00Z
avondale-bepress.field.field_of_education07 Education
avondale-bepress.field.for_202139 EDUCATION
avondale-bepress.field.multimedia_formatflash_audio
avondale-bepress.field.peer_reviewBefore publication
avondale-bepress.field.peer_reviewedtrue
avondale-bepress.field.publication_date2021-04-01T00:00:00Z
avondale-bepress.field.publisherAvondale Academic Press
avondale-bepress.field.research_centreChristian Education Research Centre
avondale-bepress.field.reviewedPeer-Reviewed
avondale-bepress.field.staff_classificationPermanent
avondale-bepress.field.third_research_centreChristian Education Research Centre
avondale-bepress.fulltext-urlhttps://research.avondale.edu.au/cgi/viewcontent.cgi?article=1483&amp;context=teach&amp;unstamped=1
avondale-bepress.keywordsschool leadership identification
avondale-bepress.keywordsfaith-based education
avondale-bepress.keywordseducational administration
avondale-bepress.keywordsteacher leaders
avondale-bepress.keywordsschool leadership
avondale-bepress.label5
avondale-bepress.publication-date2021-04-01T00:00:00Z
avondale-bepress.publication-titleTEACH Journal of Christian Education
avondale-bepress.statepublished
avondale-bepress.submission-date2022-01-09T16:13:48Z
avondale-bepress.submission-pathteach/vol15/iss1/5
avondale-bepress.titleSchool Leader Identification: Perceptions of Australian Faith-Based Education System Employees
avondale-bepress.typearticle
dc.contributor.authorWilliams, Peter
dc.date.accessioned2023-11-01T00:34:18Z
dc.date.available2023-11-01T00:34:18Z
dc.date.issued2021-04-01
dc.date.submitted2022-01-09T16:13:48Z
dc.description.abstract<p>This article aims to contribute to the literature on school leadership identification. It adopts an Australian faith-based education system case study to explore classroom teacher and school-based administrator perceptions of both current and future school leadership identification practices. This research utilised a qualitative research design, adopting semi-structured interviews to collect employee perceptions. The respondents identify six areas of importance for school leadership identification. These include:1) defining what constitutes excellence at the classroom, school, and system levels of leadership; 2) formalising school leadership identification processes; 3) conversing with early career teachers around school leadership aspirations; 4) improving processes to communicate interest in school leadership roles; 5) heightened levels of communication between school principals and system administrators regarding high potential teacher leaders; and 6) providing school-based opportunities for school leadership development.</p>
dc.description.versionBefore publication
dc.identifier.citationWilliams, P. (2021). School leader identification: Perceptions of Australian faith-based education system employees. <em>TEACH Journal of Christian Education, 15</em>(1), 22-29. https://doi.org/10.55254/1835-1492.1483
dc.identifier.doihttps://doi.org/10.55254/1835-1492.1483
dc.identifier.urihttps://research.avondale.edu.au/handle/123456789/27231610
dc.language.isoen_us
dc.publisherAvondale Academic Press
dc.subjectschool leadership identification
dc.subjectfaith-based education
dc.subjecteducational administration
dc.subjectteacher leaders
dc.subjectschool leadership
dc.titleSchool Leader Identification: Perceptions of Australian Faith-Based Education System Employees
dc.typeJournal Article
dspace.entity.typePublication
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