A school principal who is leading school improvement and change, needs to merge explicit theoretical and practical leadership strategies along with supporting teachers to develop effectual sustainable pedagogies. The embedding of sustainable pedagogies will enable the school community to balance the changing demands of a ‘living local, thinking global’ ethos.
The focus of the paper is to identify key leadership and change management strategies that can be utilized by school principals to support teachers to develop sustainable pedagogical practices.
This paper uses qualitative research narratives to present links from the theoretical to the practical. The narrative evidence has been distilled from experiences of two Primary School Principals in the Northern Territory of Australia.
Key findings from literature and research evidence show that principals need to form a personal stance based on identity, beliefs, values and issues. School vision of sustainability needs to be developed with staff. Goal setting and developing a strong relationship with the school community are important strategies. Marketing the school goals and vision is also essential work of the school community partnership. Principal support of the enquiry based teaching and learning model is shown to directly link to the embedding of sustainable pedagogies in the classroom.
|Keywords:||Transformational Leadership, Performativity, Sustainable Pedagogy|
Principal, Primary School, NT Department of Education, Darwin, NT, Australia
Principal, Girraween Primary School, NT Department of Education, Darwin, NT, Australia
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