Hostname: page-component-586b7cd67f-dsjbd Total loading time: 0 Render date: 2024-11-29T17:12:18.072Z Has data issue: false hasContentIssue false
  • English
  • Français

Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model

Published online by Cambridge University Press:  13 May 2021

Judith Foggett Open the ORCID record for Judith Foggett [Opens in a new window] ,
Robert Conway  and
Kerry Dally Open the ORCID record for Kerry Dally [Opens in a new window]
Judith Foggett*
Affiliation:
University of Newcastle, Australia
Robert Conway
Affiliation:
Flinders University, Australia
Kerry Dally
Affiliation:
University of Newcastle, Australia
*
*Corresponding author. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Student problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.

Keywords

principalscollaborationpartnerships in educationprofessional learning communitiesstudent behaviourcollaborative decision-making
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 45 , Issue 2 , December 2021 , pp. 191 - 204
Copyright
© The Author(s) 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

†

This manuscript was accepted under the Editorship of Umesh Sharma.

References

Abdul Muthalib, N. A. (2003). Occupational stress and coping strategies as perceived by secondary school principals in Kuala Lumpur, Malaysia (Doctoral dissertation). Available from OCLC WorldCat database. (OCLC No. 52714966)Google Scholar
Angus, M., McDonald, T., Ormond, C., Rybarcyk, R., Taylor, A., & Winterton, A. (2010).Trajectories of classroom behaviour and academic progress: A study of student engagement with learning. Mount Lawley, Australia: Edith Cowan University.Google Scholar
Bailey, S., & Baines, E. (2012). The impact of risk and resiliency factors on the adjustment of children after the transition from primary to secondary school. Educational & Child Psychology, 29(1), 47–63.Google Scholar
Balfanz, R., Herzog, L., & Mac Iver, D. J. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions. Educational Psychologist, 42, 223–235. https://doi.org/10.1080/00461520701621079 CrossRefGoogle Scholar
Ball, S. J., Maguire, M., & Braun, A. (with Hoskins, K., & Perryman, J.) (2012). How schools do policy: Policy enactments in secondary schools. Abingdon, UK: Routledge. https://doi.org/10.4324/9780203153185 Google Scholar
Beausaert, S., Froehlich, D. E., Devos, C., & Riley, P. (2016). Effects of support on stress and burnout in school principals. Educational Research, 58, 347–365. https://doi.org/10.1080/00131881.2016.1220810 CrossRefGoogle Scholar
Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6, 185–207. https://doi.org/10.1016/j.edurev.2011.09.001 CrossRefGoogle Scholar
Bowlby, G. (2005). Provincial drop-out rates: Trends and consequences. Education Matters, 2(4). Retrieved from https://www150.statcan.gc.ca/n1/pub/81-004-x/2005004/8984-eng.htm Google Scholar
Bradshaw, C. P., & Pas, E. T. (2011). A statewide scale up of positive behavioral interventions and supports: A description of the development of systems of support and analysis of adoption and implementation. School Psychology Review, 40, 530–548. https://doi.org/10.1080/02796015.2011.12087528 CrossRefGoogle Scholar
Bringer, J. D., Johnston, L. H., & Brackenridge, C. H. (2004). Maximizing transparency in a doctoral thesis1: The complexities of writing about the use of QSR*NVIVO within a grounded theory study. Qualitative Research, 4, 247–265. https://doi.org/10.1177/1468794104044434 CrossRefGoogle Scholar
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: SAGE.Google Scholar
Conway, R. (2014). Encouraging positive interactions. In Foreman, P. & Arthur-Kelly, M. (Eds.), Inclusion in action (4th ed., pp. 234–282). South Melbourne, Australia: Cengage Learning.Google Scholar
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: SAGE.Google Scholar
Daniëls, E., Hondeghem, A., & Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational Research Review, 27, 110–125. https://doi.org/10.1016/j.edurev.2019.02.003 CrossRefGoogle Scholar
Dockery, D. J. (2012). School dropout indicators, trends, and interventions for school counselors. Retrieved June 3, 2016, from http://files.eric.ed.gov/fulltext/EJ978868.pdf Google Scholar
Drew, C. J., Hardman, M. L., & Hosp, J. L. (2008). Designing and conducting research in education. Thousand Oaks, CA: SAGE. https://doi.org/10.4135/9781483385648 CrossRefGoogle Scholar
Ezzy, D. (2013). Qualitative analysis: Practice and innovation. Victoria, Australia: Taylor & Francis. https://doi.org/10.4324/9781315015484 CrossRefGoogle Scholar
Ferguson, H. B., Bovaird, S., & Mueller, M. P. (2007). The impact of poverty on educational outcomes for children. Paediatrics & Child Health, 12, 701–706. https://doi.org/10.1093/pch/12.8.701 CrossRefGoogle ScholarPubMed
Freeman, E., Wertheim, E. H., & Trinder, M. (2014). Teacher perspectives on factors facilitating implementation of whole school approaches for resolving conflict. British Educational Research Journal, 40, 847–868. https://doi.org/10.1002/berj.3116 CrossRefGoogle Scholar
García Torres, D. (2019). Distributed leadership, professional collaboration, and teachers’ job satisfaction in U.S. schools. Teaching and Teacher Education, 79, 111–123. https://doi.org/10.1016/j.tate.2018.12.001 CrossRefGoogle Scholar
Gillis, A., & Jackson, W. (2002). Research for nurses: Methods and interpretation. Philadelphia, PA: F. A. Davis.Google Scholar
Government of South Australia. (2020). Change management toolkit. Retrieved March 20, 2021, from https://www.publicsector.sa.gov.au/Resources-and-Publications/innovation-lab/the-tools/change-management-toolkit Google Scholar
Gurr, D. (2017). A model of successful school leadership from the international successful school principalship project. In Leithwood, K., Sun, J., & Pollock, K. (Eds.), How school leaders contribute to student success: The four paths framework (pp. 15–29). Cham, Switzerland: Springer International. https://doi.org/10.1007/978-3-319-50980-8_2 CrossRefGoogle Scholar
Harris, A., Jones, M., Adams, D., & Cheah, K. (2019). Instructional leadership in Malaysia: A review of the contemporary literature. School Leadership & Management, 39, 76–95. https://doi.org/10.1080/13632434.2018.1453794 CrossRefGoogle Scholar
Healey, J. (2003). Young offenders. Issues in Society, 177.Google Scholar
Hermansen, H., & Nerland, M. (2014). Reworking practice through an AfL project: An analysis of teachers’ collaborative engagement with new assessment guidelines. British Educational Research Journal, 40, 187–206. https://doi.org/10.1002/berj.3037 CrossRefGoogle Scholar
Hoepfl, M. C. (1997). Choosing qualitative research: A primer for technology education researchers. Journal of Technology Education, 9, 47–63. https://doi.org/10.21061/jte.v9i1.a.4 CrossRefGoogle Scholar
Hyde, M. (2013). Creating inclusive schools. In Hyde, M., Carpenter, L., & Conway, R. (Eds.), Diversity, inclusion and engagement (2nd ed., pp. 353–364). South Melbourne, Australia: Oxford University Press.Google Scholar
Johnson, B., & Sullivan, A. M. (2014, April). Against the tide: Enacting respectful student behaviour polices in ‘get tough’ times. Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA. Retrieved August 12, 2019, from http://www.bass.edu.au/files/6913/9883/1437/Johnson__Sullivan_2014_-_Against_the_tide_AERA_paper_.pdf Google Scholar
Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25, 535–542. https://doi.org/10.1016/j.tate.2009.02.010 CrossRefGoogle Scholar
Kaiser, B., & Rasminsky, J. S. (2009). Challenging behavior in elementary and middle school. Upper Saddle River, NJ: Allyn & Bacon/Pearson.Google Scholar
Kempen, M. E., & Steyn, G. M. (2017). An investigation of teachers’ collaborative learning in a continuous professional development programme in South African special schools. Journal of Asian and African Studies, 52, 157–171. https://doi.org/10.1177/0021909615570950 CrossRefGoogle Scholar
Kincheloe, J. L. (2003). Teachers as researchers: Qualitative inquiry as a path to empowerment (2nd ed.). New York, NY: RoutledgeFalmer. https://doi.org/10.4324/9780203497319 Google Scholar
Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28, 27–42. https://doi.org/10.1080/13632430701800060 CrossRefGoogle Scholar
Luthans, F., & Peterson, S. J. (2002). Employee engagement and manager self-efficacy: Implications for managerial effectiveness and development. Journal of Management Development, 21, 376–387. https://doi.org/10.1108/02621710210426864 CrossRefGoogle Scholar
Marshall, C., & Rossman, G. B. (2006). Designing qualitative research (4th ed.). Thousand Oaks, CA: SAGE.Google Scholar
Maykut, P., & Morehouse, R. (1994). Beginning qualitative research: A philosophic and practical guide. London, UK: The Falmer Press.Google Scholar
McCormick, M. J. (2001). Self-efficacy and leadership effectiveness: Applying social cognitive theory to leadership. Journal of Leadership Studies, 8(1), 22–33. https://doi.org/10.1177/107179190100800102 CrossRefGoogle Scholar
McDonald, T. (2013). Classroom management: Engaging students in learning (2nd ed.). South Melbourne, Australia: Oxford University Press.Google Scholar
Mooney, M., Watson, K., Dobia, B., Power, A., Barker, K., Ha, M. T., … Denham, A. (2008, November–December). Positive behaviour for learning: Local features of an adapted US model of behaviour management. Paper presented at the Conference of the Australian Association for Research in Education, Brisbane, Australia.Google Scholar
Muijs, D., West, M., & Ainscow, M. (2010). Why network? Theoretical perspectives on networking. School Effectiveness and School Improvement, 21, 5–26. https://doi.org/10.1080/09243450903569692 CrossRefGoogle Scholar
Nagle, A., & Hiller, R. (2003). Making connections: Facing the dropout crisis in Arizona. Tucson, AZ: Voices for Education.Google Scholar
National College for School Leadership. (2011). National College for Leadership of Schools and Children’s Services: Annual report and accounts: 2010–11. Retrieved August 8, 2019, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/247375/1153.pdf Google Scholar
New Zealand Ministry of Education. (2015). Community of schools investing in educational success: Guide for schools and kura. Wellington, New Zealand: Author.Google Scholar
NSW Department of Education. (2019). Positive behaviour for learning continuum. Retrieved August 1, 2019, from https://pbl.schools.nsw.gov.au/about-pbl/overview-of-pbl.html Google Scholar
NSW Department of Education and Communities. (2016). Professional learning. Retrieved February 25, 2016, from http://www.dec.nsw.gov.au/about-us/careers-centre/school-careers/teaching/your-teaching-career/approved-teachers/information-for-newly-appointed-teachers/ongoing-professional-learning Google Scholar
QSR International. (2012). NVivo 10 [Computer software]. Melbourne, Australia: Author.Google Scholar
Office for Standards in Education, Children’s Services and Skills. (2003a). Excellence in cities and education action zones: Management and impact. Retrieved March 18, 2021, from https://dera.ioe.ac.uk/4739/1/Excellence_in_Cities_and_Education_Action_Zones_management_and_impact_(PDF_format)%5b1%5d.pdf Google Scholar
Office for Standards in Education, Children’s Services and Skills. (2003b). Excellence clusters: The first ten inspections: October 2003. Retrieved January 12, 2019, from http://www.ofsted.gov.uk Google Scholar
Onwuegbuzie, A. J., & Leech, N. L. (2006). Linking research questions to mixed methods data analysis procedures. The Qualitative Report, 11, 474–498.Google Scholar
Peaston, H. (2011). Mainstream inclusion, special challenges: Strategies for children with BESD. Retrieved June 12, 2019, from https://dera.ioe.ac.uk/3760/1/download%3Fid%3D149406%26filename%3Dmainstream-inclusion-special-challenges-strategies-for-children-with-besd-full-report.pdf Google Scholar
Poirel, E., & Yvon, F. (2014). School principals’ emotional coping process. Canadian Journal of Education, 37(3), 1–23.Google Scholar
Rawlins, P., Ashton, K., Carusi, T., Lewis, E. (2014). Investing in educational success: An investigation of the evidence base (Technical Report). Retrieved September 21, 2020, from https://www.researchgate.net/publication/271829295_Investing_in_Educational_Success_An_investigation_of_the_evidence_base/stats Google Scholar
Richards, L. (1999). Using NVivo in qualitative research. Thousand Oaks, CA: SAGE.Google Scholar
Ridden, P. (2018). Shaping culture. Australian Educational Leader, 40(4), 36–39.Google Scholar
Ringuet, T. (2012). Transforming teachers: The role of leadership in promoting a culture of extended professionalism in Australian schools. Australian Educational Leader, 34(1), 34–37.Google Scholar
Ryan, G. W. (1999). Measuring the typicality of text: Using multiple coders for more than just reliability and validity checks. Human Organization, 58, 313–322. https://doi.org/10.17730/humo.58.3.g224147522545rln CrossRefGoogle Scholar
Solvason, C., & Kington, A. (2020). How subject leader collaborations across schools can act as a source of personal and curriculum development. Curriculum and Teaching Dialogue, 22(1 & 2), 91–106.Google Scholar
Sugai, G. (2012, October). Role of leadership & culture in PBIS implementation. Paper presented at the PBIS Implementation and Leadership Conference. Retrieved April 1, 2019, from https://www.pbis.org/common/cms/files/pbisresources/PBIS_ImplementationLeadership_oct29_2012.pdf Google Scholar
Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1, 77–100. https://doi.org/10.1177/1558689806292430 CrossRefGoogle Scholar
Victorian State Government. (2016). Human resources: Roles and responsibilities teaching service. Retrieved February 24, 2020, from http://www.education.vic.gov.au/hrweb/Documents/Roles_and_responsibilities-TS.pdf Google Scholar