Principal leadership and proximal processes in creating STEM ecosystems: An Australian case study

Abstract

Improving learning through interdisciplinary STEM has come to the forefront of educational discourse, as schools attempt to attract more students to STEM study. However, little is known about how successful STEM curricula are established and sustained. This study details the establishment and sustaining of an exemplary STEM learning ecosystem in a girls’ comprehensive secondary college. Results highlight exemplary STEM ecosystems demand multidimensional principal leadership, that over time, can develop effective generative proximal processes and levels of relational trust needed to implement the disruptive reforms associated with establishing interdisciplinary STEM curricula. Findings identify principals’ ongoing engagement in the environment and dispositional and developmental assets are critical to successful school change supporting STEM innovation.

Document Type

Journal Article

Date of Publication

1-1-2022

Volume

23

Issue

2

Publication Title

Leadership and Policy in Schools

Publisher

Taylor & Francis

School

School of Education

RAS ID

45224

Funders

Principals as STEM Leaders (PASL), funded by the Australian Department of Education, Skills and Employment (project: ED17/045432)

Comments

Falloon, G., Stevenson, M., Hatisaru, V., Hurrell, D., & Boden, M. (2022). Principal Leadership and proximal processes in creating STEM ecosystems: An Australian case study. Leadership and Policy in Schools, 23(2), 180-202. https://doi.org/10.1080/15700763.2022.2094810

Copyright

subscription content

First Page

180

Last Page

202

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Link to publisher version (DOI)

10.1080/15700763.2022.2094810