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How principals of successful schools enact education policy: perceptions and accounts from senior and middle leaders

Gu, Q; Sammons, P; Chen, J; (2018) How principals of successful schools enact education policy: perceptions and accounts from senior and middle leaders. Leadership and Policy in Schools , 17 (3) pp. 373-390. 10.1080/15700763.2018.1496344. Green open access

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Abstract

This article investigates, from the perspective of senior and middle leaders, how secondary principals in England lead their schools to achieve sustainable performance despite policy shifts. Empirical data were drawn from structural equation modeling (SEM) analyses of a questionnaire survey from 309 effective and improved secondary schools in England and longitudinal interview data from a subsample of four case-study schools. The research suggests that what the principals were perceived to be doing successfully was to use policies as opportunities—purposefully, progressively, and strategically—to regenerate coherent cultures and conditions which support the staff to learn to renew their practice.

Type: Article
Title: How principals of successful schools enact education policy: perceptions and accounts from senior and middle leaders
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/15700763.2018.1496344
Publisher version: https://doi.org/10.1080/15700763.2018.1496344
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Policy enactment; principal leadership; middle leadership; senior leadership; successful school leadership
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10068633
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