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Leadership for organisational learning and improved student outcomes: what do we know?

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Mulford, B and Silins, H (2003) Leadership for organisational learning and improved student outcomes: what do we know? Cambridge Journal of Education, 33 (2). pp. 175-195. ISSN 0305-764X

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Abstract

The Leadership for Organisational Learning and Student Outcomes (LOLSO) Research Project addresses the need to extend present understandings of school reform initiatives that aim to change school practices with the intention of supporting enhanced student learning. In this article results from LOLSO's teacher surveys ('teacher voice') and student surveys ('pupil voice') are organised around six of the project's major research questions: how is the concept of organisational learning (OL) defined in Australian secondary schools (teacher voice)? What leadership practices promote OL in schools (teacher voice)? What are some outcomes of schooling other than academic achievement (pupil voice)? What are the relationships between the non-academic and academic outcomes of schooling? Do school leadership and/or organisational learning contribute to student outcomes? What other factors contribute to student outcomes? The answers to these questions lead to four clear implications relating to distributive leadership, development, context, and a broader understanding of student outcomes. The answers also raise concerns about the current emphasis on transactional leadership, that is school leadership that overemphasises the managerial or strategic.

Item Type: Article
Journal or Publication Title: Cambridge Journal of Education
Page Range: pp. 175-195
ISSN: 0305-764X
Identification Number - DOI: 10.1080/03057640302041
Additional Information: The definitive version is available online at http://www.tandf.co.uk/journals/carfax/0305764X.html
Date Deposited: 24 Aug 2007
Last Modified: 18 Nov 2014 03:21
URI: http://eprints.utas.edu.au/id/eprint/1663
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