期刊名称：Australian and International Journal of Rural Education
印刷版ISSN：1839-7387
出版年度：2019
期号：January
出版社：Society for the Provision of Education in Rural Australia Inc. (SPERA)
摘要：Introduction The Australian Professional Standard for Principals 'charges' principals with the crucial role of "raising student achievement at all levels and all stages, promoting equity and excellence and creating and sustaining the conditions under which quality teaching and learning thrive" (AITSL, 2011, p. 2). Robinson's (2007) analysis of school leadership practices shows that principals exert moderate to large effects on students' academic and non-academic outcomes. Other research evidence shows that "the total (direct and indirect) effects of leadership on student learning account for about a quarter of total school effects" and the "demonstrated effects of successful leadership are considerably greater in schools that are in more difficult circumstances" (Leithwood, Louis, Anderson, & Wahlstrom, 2004, p. 5). Principals are appointed as leaders of a school and its community and by virtue of the role have responsibility and are accountable for the education of all students so that they can become "successful learners, confident and creative individuals and active, informed citizens" (MCEETYA, 2008, pp. 8-9). Evidence across a variety of measures indicates that the participation and performance of Aboriginal and Torres Strait Islander [hereafter referred to as Indigenous (Pascoe, 2008, p. 7)] students in Australia's schools is below that of other Australian students (De Bortoli & Thomson, 2009; Helme & Lamb, 2011; MCEETYA, 2008, p. 15; Price, 2012; Standing Council on School Education and Early Childhood, 2011). A number of system-wide reviews and reports, recently in the Northern Territory (Wilson B., 2014) and nationally (Commonwealth of Australia, 2017; Department of Prime Minister and Cabinet, 2017; Australian Government. Department of Education and Training, 2016) have been conducted for the purpose of addressing this nationally concerning situation. With the same concern in mind a number of RRR school principals sought reviews (Principals Australia Institute, 2009) of their practice, and advice about their leadership of Indigenous education at the local school level. Reports emanating from reviews conducted in 31 RRR schools form the primary source of data for the research reported in this paper.
