Advertisement

Sustaining Improvements in Student Learning and Achievement: The Importance of Resilience in Leadership

  • Christopher Day
  • Olof Johansson
  • Jorunn Møller
Chapter
Part of the Studies in Educational Leadership book series (SIEL, volume 14)

Abstract

Over the years, much has been written internationally about leadership purposes, values, practices and effectiveness. More recently, issues of succession planning, capacity building, distributed leadership, sustainability and systems leadership have been the focus of policy and policy-related research. Yet, relatively little research has focused upon how resilience contributes to the success of school leaders, principals in particular, in sustaining their values, motivation, commitment and sense of effectiveness over time in changing personal, social, organisational and policy contexts.

This chapter aims at exploring leadership resilience for sustainable and improved learning and achievement for students. The strategies successful local school principals chose to foster learning and sustained success at the local schools are analysed through the theoretical framework of leadership for democratic education. It offers a lens to understanding associations between leaders who are driven by a belief in the basic values and rights of each individual; taking the standpoint of others into consideration; deliberation in making decisions; embracing plurality and difference; who promote equity and social justice and have a lasting impact on other people within and beyond the organisation and a capacity for resilience. Resilient leadership for improved learning for children is characterised by a clear sense of moral/ethical purpose related to how to create a learning environment in which all students and staff may not only feel they belong to, but also in which they may be successful. Yet, such leadership requires that leaders are beacons of hope, engage in risk, distribute trust progressively in a wise and timely manner and are able to be resilient and build the capacities of others to be resilient.

Keywords

Social Justice School Principal Successful School Disadvantaged Community Moral Imperative 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Beard, K. S., Hoy, W. K., & Hoy, A. W. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26, 1136–1144.CrossRefGoogle Scholar
  2. Beck, H., Giddens, A., & Lash, S. (1994). Reflexive modernisation: Politics, tradition and aesthetics in the modern social order. Stanford: Stanford University Press.Google Scholar
  3. Bryk, A. S., & Schneider, B. L. (2002). Trust in schools: A core source for improvement. New York: Russell Sage Foundation Publications.Google Scholar
  4. Day, C., & Leithwood, K. (Eds.). (2007). Successful school principal leadership in times of change: International perspectives. Dordrecht: Springer.Google Scholar
  5. Day, C., Sammons, P., Leithwood, K., Hopkins, D., Gu, Q., Brown, E., & Ahtaridou, E. (2011). School leadership and student outcomes: Building and sustaining success. Maidenhead: Open University Press (In Press).Google Scholar
  6. Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R., et al. (2006). Variation in teachers’ work, lives and effectiveness. London: DfES.Google Scholar
  7. Drysdale, L., Goode, H., & Gurr, D. (2009) An Australian model of successful school leadership: Moving from success to sustainability. In O. Johansson, & L. Moos (Eds.) Sustaining successful school leadership. Journal of Educational Administration, 47(6), 697–708.Google Scholar
  8. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. London: Bloomsbury.Google Scholar
  9. Höög, J., Johansson, O., &Olofsson, A. (2009) Swedish successful schools revisited. In O. Johansson, & L. Moos (Eds) Sustaining successful school leadership. Journal of Educational Administration, 47(6), 742–752.Google Scholar
  10. Hopmann, S. (2007). Epilogue: No child, no school, no state left behind: Comparative research in the age of accountability. In S. Hopmann, G. Brinek, & M. Retzl (Eds.), PISA zufolge PISA: PISA according to PISA. Schulpädagogik und Pädagogishe Psykologie, Band 6 (pp. 363–416). Münster: Wien LIT Verlag.Google Scholar
  11. Hoy, W. K., & Miskel, C. G. (2005). Educational administration: Theory, research and practice (7th ed.). New York: McGraw Hill.Google Scholar
  12. Huxham, C., & Vangen, S. (2005). Managing to collaborate: The theory and practice of collaborative advantage. London: Routledge.Google Scholar
  13. Jacobson, S. L., Johnson, L., Ylimaki, R., & Giles, C. (2009) Sustaining success in an American school: a case for governance change. In O. Johansson & L. Moos (Eds.) Sustaining successful school leadership. Journal of Educational Administration, 47(6),. 753–764.Google Scholar
  14. Møller, J., Vedøy, G., Presthus, A. M., & Skedsmo, G. (2009) Successful principalship in Norway: Sustainable ethos and incremental changes? In O. Johansson, & L. Moos (Eds.) Sustaining successful school leadership. Journal of Educational Administration. 47(6), 731–741.Google Scholar
  15. Moos, L., & Kofod, K. K. (2009) Sustained successful school leadership in Denmark. In O. Johansson, & L. Moos (Eds.) Sustaining successful school leadership. Journal of Educational Administration. 47(6), 709–718.Google Scholar
  16. Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. Masten, D. Cicchetti, K. Neuchterlein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology. New York: Cambridge University Press.Google Scholar
  17. Seashore-Louis, K. (2007). Trust and improvement in schools. Journal of Educational Change, 8, 1–24.CrossRefGoogle Scholar
  18. Seldon, A. (2009). Trust: How we lost it and how to get it back. London: Biteback Publishing.Google Scholar
  19. Thomson, P. (2009). School leadership: Heads on the block? London: Routledge.Google Scholar
  20. Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisoc: Jossey-Bass.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  • Christopher Day
    • 1
  • Olof Johansson
    • 2
  • Jorunn Møller
    • 3
  1. 1.School of EducationUniversity of NottinghamNottinghamUK
  2. 2.Centre for Principal DevelopmentUniversity of UmeåUmeåSweden
  3. 3.Department of Teacher Education and School ResearchUniversity of OsloOsloNorway

Personalised recommendations