Modelling pillars of Catholic school identity: an Australian study

Sultmann, William; Brown, Raymond Albert Joseph

doi:10.1080/19422539.2011.540141

Cited by 13 publications

(11 citation statements)

References 4 publications

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“…In line with existing literature on the role of Catholicism in schools we argue that this is unlikely to mean that patronage does not matter (e.g. Byrne and Devine, 2018;Grace, 2002;Sultmann and Brown, 2011), but rather that it did not concern the small sample of teachers involved in this study. Further research is needed to detect what the possible effects of religious patronage to teachers' autonomy may be.…”

Section: Discussionsupporting

confidence: 80%

Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control

Salokangas¹,

Wermke

Harvey

2019

European Educational Research Journal

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Teacher autonomy has been a popular topic of investigation over the past decades. This article contributes to the debate by casting light on Irish and Finnish teachers’ perceptions of their professional autonomy, drawing from teacher interviews conducted in both countries. The intersection of newly introduced curriculum reforms, differing education governance models and differing control regimes make Ireland and Finland fertile points of comparison. Teacher autonomy is understood in this article as a multidimensional and context-dependent phenomenon, and the conceptualisation is presented in an analytical matrix applicable to comparative research. Findings indicate that teachers in both countries consider themselves very autonomous in their classroom practice and in their educational decisions overall. However, where much of the school-level decision-making in Finnish schools concerning educational, social and developmental issues tends to be in the hands of teachers (either collegially or as individuals), in Irish schools the senior management, and especially the principal, is reportedly more involved. Possibly the greatest difference is the ways in which teachers’ work is controlled, and in how teachers perceive it; Finnish teachers report intensified external control from the civil society, whereas on top of parental pressures Irish teachers report also increasing pressures from the state agencies.

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Section: Discussionsupporting

confidence: 80%

Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control

Salokangas¹,

Wermke

Harvey

2019

European Educational Research Journal

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“…Each narrative presented aspects of the life and culture of the school under the headings of the subcategories presented in Table 1. These stories were then interpreted through the lens provided by Sultmann and Brown (2011) as outlined below.…”

Section: Figure 2 Sample Of Interview Questions For Staff At School Sitesmentioning

confidence: 99%

“…Through conducting research on the identity dimensions of the Catholic school, key organizational dimensions of the dynamic life of a Catholic school were identified (see also Sultmann and Brown, 2011). These were nominated as interdependent pillars and incorporated aspects of Faith, Learning, Leadership, Formation and Community.…”

Section: Development Of the Profiling Toolmentioning

confidence: 99%

Developing a Profiling Tool Using a Values Approach to School Renewal

Brown

Heck

Pendergast

et al. 2018

Teachers College Record: The Voice of Scholarship in Education

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Purpose The purpose of this article is to outline the evidence-based development of a learning approach to school renewal that employs information from key members of a school community (teachers, parents, students) to promote school-based discussions about school renewal. Setting The study took place in an independent system of Catholic schools. Schools in this tradition have an enduring history in the development of Catholic education and have partner schools in Australia, New Zealand, Papua New Guinea, India, Africa, Europe, and the Americas. Research Design The study employed a qualitative sociocultural design focused on generating narratives that could be used to describe the school as a community of practice and the development of a valid and reliable School Renewal Profiling Tool (SRPT) that provides an empirical picture of a school's culture and practice. Data Collection and Analysis Data collection included school visitations, classroom observations, in-depth interviews, and publicly available school documentation and data gathered from a case study site, a coeducational secondary college located in the center of a metropolitan city. Data collected were subjected to thematic analysis and principal components analysis (PCA). Data gathered from the SRPT items were then presented to the school community in the form of a collated report for feedback and school renewal purposes. Findings Findings suggest that the SRPT has the potential to capture local ways of knowing and doing as resources to promote organizational school renewal through refecting individual perceptions of participation in collective practice. Conclusions The research surrounding the development of the SRPT contributes to the field of school renewal in two distinct ways. First, the development of the SRPT offers an approach to school renewal that focuses on the values upon which a school community is based. Second, the SRPT avoids the difficulty of what Fielding (2004) refers to as “speaking about and for others,” where the original thoughts of respondents are couched in the language and values of the researcher.

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“…Previous research into the nature of Catholic school identity (Sultmann and Brown 2011) identified a dynamic and organic interaction among five pillars; Faith, Learning, Community, Leadership and Formation. Moreover, each pillar was said to possess its own unique characteristics along with reflecting aspects of all other pillars.…”

Section: Introductionmentioning

confidence: 99%

“…In light of the dual challenges of identity clarification and associated leadership support, the scope of the research presented here builds on the work of Sultmann and Brown (2011). It does this through an examination of how leadership might be expressed within the overall framework of school identity as identified within narratives from theoretical and practical perspectives.…”

Section: Introductionmentioning

confidence: 99%

Leadership and identity in the Catholic school: an Australian perspective

Sultmann

Brown

2016

International Studies in Catholic Education

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This article explores the nature of leadership as expressed in literature and workshop commentary on the identity of the Catholic school within an Australian context. Employing a qualitative methodology, data from workshops designed around school mission were compared and integrated with data from texts of selected Post Conciliar documents on the Catholic school for the purpose of gaining insights on identity. Within the identified theme of 'school' in the two bodies of narrative, the dimension of leadership was explored in its practical nature. The discussion of findings identifies the diversity of leadership practice, its dynamic relationship with the ecclesial community of the school and the desirability of an integrative image to capture this diversity and relationship. The article concludes that leadership within the Catholic school can be imagined as a response to Baptism and as such be sacramental in nature as it manifests itself as sign and instrument of the life of Christ.

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Modelling pillars of Catholic school identity: an Australian study

Cited by 13 publications

References 4 publications

Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control

Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control

Developing a Profiling Tool Using a Values Approach to School Renewal

Leadership and identity in the Catholic school: an Australian perspective

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