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Educational Leadership

About

In this program of research, we explore educational leadership as an essential catalyst in shaping cultural approaches within institutions and communities. Our research focusses on developing a better understanding of:

  1. how educational leaders foster the achievement of goals for their institutions and individuals within their communities; and
  2. how they enact their leadership practices to ensure the ongoing development of organisations, enhancing their capacity for resilience and long-term sustainability.

Empowering school leaders and local school communities through distributed leadership in the context of the COVID-19 pandemic

Recent crisis events, including COVID-19, have challenged school leaders and highlighted the need for effective policy and strategies to sustain their school communities. This project aims to examine, develop and empower school leadership capacity in two ACT Directorate schools, Narrabundah College and Mount Stromlo High School.

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Investigating school leaders’ leadership responses and understandings in the context of the COVID-19 pandemic

This project aims to examine and empower school leadership capacity in two ACT Directorate schools through an analysis of crisis leadership experiences of school leaders and senior administrators throughout the COVID-19 pandemic and its impacts on education in ACT schools.

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Publications

  • Lee, M., Pollock, K., & Tulowitzki, P. (Eds.) (2022). How School Principals Use their Time: Implications for School Improvement, Administration and Leadership.  U.K.: Routledge.
  • Lee, M. (2021). Principal Time Use as a Research Area: Notes on Theoretical Perspectives, Leadership Domains, and Future Directions. In Lee, M., Pollock, K., & Tulowitzki, P. (Eds.). How School Principals Use their Time: Implications for School Improvement, Administration and Leadership.  U.K.: Routledge.
  • Lee, M., Walker, A., & Riordan, G. (2021). Principals’ Direct Interaction with Individual Students: A Missing Piece in Principal Leadership Research. In Lee, M., Pollock, K., & Tulowitzki, P. (Eds.). How School Principals Use their Time: Implications for School Improvement, Administration and Leadership.  U.K.: Routledge.
  • Lee, M., Ryoo, J-H., & Walker, A. (2021) School Principals’ Time Use for Interaction with Individual Students: Macro Contexts, Organizational Conditions, and Student Outcomes. American Journal of Education, 127(2), 303–344.
  • Lee, J. & Lee, M. (2020). Is "Whole Child" Education Obsolete? Public School Principals' Priority Shifts of Educational Goals in the Era of Accountability. Educational Administration Quarterly, 56(5), 856-884.
  • Lee, M., Walker, A., & Bryant, D. (2018). What leadership practices are associated with International Baccalaureate (IB) student achievement? An exploratory study of IB schools in Southeast Asia. Peabody Journal of Education. 93(5), 565-583.
  • Lee, M. (2016). The changing nature of school principals’ work: Lessons and future directions for school leadership research. International Studies in Educational Administration, 44(3), 129-135.
  • Walker, A., Lee, M., & Bryant, D. (2014). How much of a difference do principals make?  An analysis of between-schools variation in academic achievement in Hong Kong public secondary schools. School Effectiveness and School Improvement, 25(4), 602-628. [corresponding author].
  • Walker, A., Bryant, D., & Lee, M. (2013). International patterns in principal preparation: Commonalities and variations in pre-service programmes. Educational Management, Administration, and Leadership, 41(4), 405-434.
  • Hallinger, P. & Lee, M. (2012). A global study of the practice and impact of distributed instructional leadership in International Baccalaureate (IB) schools. Leadership and Policy in Schools, 11(4), 477-495.
  • Lee, M. & Hallinger, P. (2012). National contexts influencing principals’ time use and allocation: Economic development, societal culture, and educational system. School Effectiveness and School Improvement, 23(4), 461-482.[Richard Wolf Memorial Award]
  • Lee, M., Hallinger, P., & Walker, A. (2012). A distributed perspective on instructional leadership in International Baccalaureate (IB) schools. Educational Administration Quarterly, 48, 664-698.
  • Lee, M., Hallinger, P., & Walker, A. (2012). Leadership challenges in international schools in the Asia Pacific region: Evidence from program implementation of the International Baccalaureate., International Journal of Leadership in Education 15(3), 289–310. [Reprinted in SAGE Library of Education Thought & Practice: International Education (Vol. 2).  Bunnell, T., Hayden, M., & Thompson, J. (Eds.). U.K.: Sage.]
  • Lee, M., Walker, A., & Chui, Y.L.* (2012). Contrasting effects of instructional leadership practices on student learning in a high accountability context. Journal of Educational Administration, 50(5), 586 – 611.
  • Lee, M., Louis, K.S., & Anderson, S. (2012). Local education authorities and student learning: The effects of policies and practices. School Effectiveness and School Improvement, 23(2), 133-158.
  • Kultsum, U. & Wang, T. (2022). School governance and leadership challenges in Indonesian Islamic senior high schools. In Pang, N. S. K. & Chan, P. W. K.(eds), School governance in global contexts: Trends, challenges and practices (pp.102-121). London: Routledge.
  • Chen, P., Wang, T., Olivier, D. F., & Chiu, S-C. (2021). Developing a conceptual framework of readiness for change and its application in educational research. Educational Review, 56, 1-43.
  • Wang, T., Olivier, D. F., Chen, P.Y. (2020). Creating individual and organizational readiness for change: Conceptualization of system readiness for change in school education. International Journal of Leadership in Education. http://dx.doi.org/10.1080/13603124.2020.1818131
  • Wang, T. & Yu, K. (2021). Critical perspectives in and approaches to educational leadership in China. In Courtney, S, Gunter, H., Niesche, R., & Trujillo, T. (eds), Understanding educational leadership: Critical perspectives and approaches. (pp. 75-89). London: Bloomsbury Academic.
  • Wang, T., & Pang, N. S. K (2019). System-wide educational reform agenda in Shanghai: Supporting leadership for learning. In Hairon, S., & Goh, J. (eds.), Perspectives on school leadership in Asia Pacific contexts. (pp. 61-77). Singapore: Springer.
  • Pang, N. S. K., & Wang, T. (2017). Investigating Chinese educational leaders’ Confucian ethics and value orientations in a transnational leadership program. Contemporary Educational Research Quarterly, 25 (1), 45-78.
  • Wang, T. (2016). School leadership and professional learning community: Case study of two senior high schools in Northeast China. Asia Pacific Journal of Education, 36 (2), 202-216.
  • Wang, T. (2016). Teacher evaluation and educational accountability in China: Implications for school leadership. In J. Easley and P. Tulowitzki (eds.) Educational accountability: International perspectives on challenges and possibilities for school leadership. (pp.79-91). London: Routledge
  • Wang, T. (2014). China-Australia Executive Leadership Program: Cross-border leadership development in the Asian Century. Leadership and Policy Quarterly, 3 (2), 78-88.
  • Wang, T. (2011). Critical perspectives on changes in educational leadership practice. Frontiers of Education in China, 6(3), 404-425.
  • Wang, T. (2007). Understanding Chinese educational leaders’ conceptions in an international education context. International Journal of Leadership in Education, 10 (1), 71-88.
  • Collard, J., & Wang, T. (2005). Leadership and intercultural dynamics. The Journal of School Leadership, 15 (2), 178-195.

For further information on the Educational Leadership research program, please contact Prof Moosung Lee.