Principal leadership and proximal processes in creating STEM ecosystems: An Australian case study
Document Type
Journal Article
Publication Title
Leadership and Policy in Schools
Volume
23
Issue
2
First Page
180
Last Page
202
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)
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.
DOI
10.1080/15700763.2022.2094810
Access Rights
subscription content
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