Introduction to Middle Leading

Grootenboer, Peter

doi:10.1007/978-981-13-0768-3_1

Cited by 1 publication

(9 citation statements)

References 29 publications

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“…Meeting individual needs in context is an essential mentoring tool. By understanding the practice architectures in operation, the critical friend can tailor site-specific mentoring (Grootenboer, 2018).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…There has been significant research on how middle leaders can initiate and improve practices that change classroom teacher morale, teacher capacity and motivation and some on how they improve student outcomes (Edwards-Groves et al. , 2016, 2019; Grootenboer, 2018; Grootenboer et al. , 2015, 2020; Gurr, 2019; Lipscombe et al.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Several studies (Edwards-Groves et al. , 2016; Grootenboer, 2018; Grootenboer et al. , 2015, 2020) used the “theory of practice architectures” identified by Kemmis et al.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The practices of the middle leaders are their “sayings”, for example, meeting with their team members; their “doings”, for example, classroom visits; and their “relatings”, for example, building professional relationships with team members. These practices are specific to each site (Grootenboer, 2018; Grootenboer et al. , 2020; Lipscombe et al.…”

Section: Literature Reviewmentioning

confidence: 99%

“…As leadership has become distributed, middle leaders have become increasingly important in Australian schools (Bryant and Walker, 2021). They are central to leading change and school improvement (Grootenboer, 2018). Lipscombe et al.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

The mentoring needs of recently appointed female middle leaders: an Australian case study

Blake¹,

Fielding²

2023

IJMCE

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PurposeThere is a significant volume of literature relating to the mentoring needs of new principals and vice/deputy principals, but little is known about the mentoring needs of recently appointed middle leaders in an educational setting. This study explored the mentoring needs of five female middle leaders at a K–12 case study school of 550 students in Perth, Australia.Design/methodology/approachEach participant had three mentoring sessions, followed by a semi-structured interview using open-ended questions to provide data on the participants' mentoring needs. The research was framed within an interpretive phenomenology paradigm that focussed on the participants' perceived experiences and how they then interpreted these experiences. One of the researchers was active in this research, acting as the mentor (Neubauer et al., 2019; Smith and Osborn, 2021).FindingsThe findings of this study revealed the importance of the mentor being a “critical friend”. In addition, the participants referred to leadership identity, leadership from the middle, managing relationships and gender as other important mentoring needs.Originality/valueThis empirical study contributes original findings on the mentoring needs of a previously neglected group of educational leaders who provide an essential bridge between classroom practitioners and senior leadership in Australian schools. This study is unique because it links these mentoring needs to the practice architectures, factors at the case study school that either constrained or enabled middle leading (Kemmis et al., 2014).

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

“…Several studies (Edwards-Groves et al. , 2016; Grootenboer, 2018; Grootenboer et al. , 2015, 2020) used the “theory of practice architectures” identified by Kemmis et al.…”

Section: Literature Reviewmentioning

confidence: 99%