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Abstract

Arguments presented in this paper and the evidence from the Tasmanian
Successful School Principals Project support broadening what counts for
successful schools and school leadership. This broadening needs to
embrace student outcomes, including non-cognitive social outcomes such as student
empowerment. In examining who should provide the evidence for successful school
leadership the need for triangulation, that is, multiple sources of evidence, became
clear. Research employing only principal perceptions of success, especially on the
importance of and improvement in student outcomes, should be examined much
more critically than has occurred in the past.

Item Type:	Article
Authors/Creators:	Mulford, B and Kendall, D and Edmunds, B and Kendall, LR and Ewington, J and Silins, H
Journal or Publication Title:	Australian Journal of Education
Publisher:	Australian Council for Educational Research Limited
ISSN:	0004-9441
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