System-School Alignment in Support of Teacher Leadership: An Australian Case Study

Joan Conway; Dorothy  Andrews; Karen Trimmer

doi:10.22230/ijepl.2025v21n3a1517

Auteurs-es

Joan Conway University of Southern Queensland
Dorothy Andrews University of Southern Queensland https://orcid.org/0000-0002-9922-8739
Karen Trimmer University of Southern Queensland https://orcid.org/0000-0001-6511-9043

DOI :

https://doi.org/10.22230/ijepl.2025v21n3a1517

Résumé

Cet article rend compte d’une étude de cas menée en Australie dans le cadre d’un projet de recherche mondial qui explore les concepts et définitions du leadership enseignant dans 12 pays au moyen d’une collecte de données en trois phases : une analyse documentaire initiale; une enquête élaborée à partir des thèmes abordés dans la littérature et menée dans chacun des pays; et des entretiens semi-structurés conçus pour explorer en profondeur la compréhension du leadership enseignant de la part de participants et participantes dans chaque pays, ce qui d’ailleurs est le sujet central de cet article. Les résultats montrent un manque de cohérence dans les attentes envers les enseignants en tant que leaders et envers le leadership enseignant en général, et soulignent la nécessité d’une meilleure harmonisation entre système et école afin de soutenir le leadership enseignant de sorte que le directeur et les enseignants soient respectés et soutenus en tant que gardiens de leur milieu.

Bibliographies de l'auteur-e

Joan Conway, University of Southern Queensland

Joan Conway, PhD, is an honorary associate professor in the School of Education at the University of Southern Queensland, Australia. Her research embraces the areas of educational leadership, school improvement processes, capacity building for sustainability of professional learning cultures, and professional learning with specific interests in teacher leadership. As a fellow of the Australian Council for Educational Leaders and a long-term active member of several professional organizations, Joan is an active proponent of the power of collaborative meaning-making, collective intelligence, and capacity building for sustainability in research teams. Joan.Conway@unisq.edu.au | https://orcid.org/0000-0002-4787-558X

Dorothy Andrews, University of Southern Queensland

Dorothy Andrews, PhD, is an honorary professor in the School of Education at the University of Southern Queensland, Australia. Her research explores processes of whole school improvement and educational leadership. She has led longitudinal studies tracing the impact of whole school improvement processes on students, staff, and school leaders, and collaboratively developed an understanding of leadership called parallel leadership, where the principal engages with teacher leaders to develop organizational capacity for ongoing school improvement. As a fellow of Australian Council for Educational Leaders and a long-term active member of several professional organizations, Dorothy has broad expertise in educational leadership and management. Dorothy.Andrews@unisq.edu.au | https://orcid/0000-0002-9922-8739

Karen Trimmer, University of Southern Queensland

Karen Trimmer, DBA, is an honorary professor in the School of Education at the University of Southern Queensland, Australia. Her research focuses on educational administration, management and leadership, Indigenous postgraduate education, and education assessment and evaluation. Karen has a deep interest in enhancing Indigenous postgraduate education and works with Aboriginal and Torres Strait Islander colleagues and postgraduate students in addition to publishing with international scholars in Canada, Lapland, and New Zealand. | https://orcid.org/0000-0001-6511-9043

Alignement système-école pour soutenir le leadership enseignant : une étude de cas australienne

Auteurs-es

DOI :

Résumé

Bibliographies de l'auteur-e

Joan Conway, University of Southern Queensland

Dorothy Andrews, University of Southern Queensland

Karen Trimmer, University of Southern Queensland

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	The journal is supported by the Faculty of Education at Simon Fraser University, the School of Education at the University of Delaware, and PDK International.
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