Addressing the 'leadership conundrum' through a mixed methods study of school leadership for literacy

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dc.contributor.authorTaylor, Nick
dc.contributor.authorWills, Gabrielle
dc.contributor.authorHoadley, Ursula
dc.date.accessioned2021-11-24T17:17:02Z
dc.date.available2021-11-24T17:17:02Z
dc.date.issued2019
dc.date.updated2021-03-08T11:23:56Z
dc.description.abstractThis paper explores methodological insights from a mixed methods study that aims to understand how school leaders promote literacy development in their schools. The study findings consider both the complementarities and the challenges of the qualitative and quantitative approaches to measuring leadership practices and their linkages with learning across schools. We begin by identifying a conundrum in school leadership and management (SLM) research – strong effects found in qualitative studies and weaker effects in quantitative studies. From the literature we identify some of the central challenges that account for these differences. We then show how these challenges were and were not addressed in the mixed method research we conducted in an SLM study of South African primary schools in challenging contexts. We consider why the central aim of the study – to develop a scalable instrument for measuring SLM – remains elusive.en_US
dc.identifier.apacitationTaylor, N., Wills, G., & Hoadley, U. (2019). Addressing the 'leadership conundrum' through a mixed methods study of school leadership for literacy. <i>Research in Comparative and International Education</i>, 14(1), 30-53. http://hdl.handle.net/11427/35367en_ZA
dc.identifier.chicagocitationTaylor, Nick, Gabrielle Wills, and Ursula Hoadley "Addressing the 'leadership conundrum' through a mixed methods study of school leadership for literacy." <i>Research in Comparative and International Education</i> 14, 1. (2019): 30-53. http://hdl.handle.net/11427/35367en_ZA
dc.identifier.citationTaylor, N., Wills, G. & Hoadley, U. 2019. Addressing the 'leadership conundrum' through a mixed methods study of school leadership for literacy. <i>Research in Comparative and International Education.</i> 14(1):30-53. http://hdl.handle.net/11427/35367en_ZA
dc.identifier.issn1745-4999
dc.identifier.risTY - Journal Article AU - Taylor, Nick AU - Wills, Gabrielle AU - Hoadley, Ursula AB - This paper explores methodological insights from a mixed methods study that aims to understand how school leaders promote literacy development in their schools. The study findings consider both the complementarities and the challenges of the qualitative and quantitative approaches to measuring leadership practices and their linkages with learning across schools. We begin by identifying a conundrum in school leadership and management (SLM) research – strong effects found in qualitative studies and weaker effects in quantitative studies. From the literature we identify some of the central challenges that account for these differences. We then show how these challenges were and were not addressed in the mixed method research we conducted in an SLM study of South African primary schools in challenging contexts. We consider why the central aim of the study – to develop a scalable instrument for measuring SLM – remains elusive. DA - 2019 DB - OpenUCT DP - University of Cape Town IS - 1 J1 - Research in Comparative and International Education KW - Mixed methods KW - school leadership and management KW - student achievement KW - South Africa KW - challenging contexts LK - https://open.uct.ac.za PY - 2019 SM - 1745-4999 T1 - Addressing the 'leadership conundrum' through a mixed methods study of school leadership for literacy TI - Addressing the 'leadership conundrum' through a mixed methods study of school leadership for literacy UR - http://hdl.handle.net/11427/35367 ER -en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/35367
dc.identifier.vancouvercitationTaylor N, Wills G, Hoadley U. Addressing the 'leadership conundrum' through a mixed methods study of school leadership for literacy. Research in Comparative and International Education. 2019;14(1):30-53. http://hdl.handle.net/11427/35367.en_ZA
dc.language.isoenen_US
dc.publisher.departmentSchool of Educationen_US
dc.publisher.facultyFaculty of Humanitiesen_US
dc.sourceResearch in Comparative and International Educationen_US
dc.source.journalissue1en_US
dc.source.journalvolume14en_US
dc.source.pagination30-53en_US
dc.source.urihttps://journals.sagepub.com/home/rci
dc.subjectMixed methodsen_US
dc.subjectschool leadership and managementen_US
dc.subjectstudent achievementen_US
dc.subjectSouth Africaen_US
dc.subjectchallenging contextsen_US
dc.titleAddressing the 'leadership conundrum' through a mixed methods study of school leadership for literacyen_US
dc.typeJournal Articleen_US
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