Affiliation:
1. Institute of Learning Science and Teacher Education Australian Catholic University Brisbane QLD 4000 Australia
2. School of Education University of New South Wales Kensington NSW 2052 Australia
3. School of Education University of Tasmania Launceston TAS 7250 Australia
Abstract
AbstractIn this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross‐sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of principals' STEM capability: (1) STEM discipline‐specific and integrated knowledge and practices; (2) contexts; (3) dispositions; (4) tools; and (5) critical orientation. These dimensions represent distinct, but interrelated, capacities required by principals to establish and maintain positive STEM learning cultures within schools. Elaborations have been provided, in the form of capabilities, for each of these dimensions. The model has the potential for shaping principals' STEM leadership development trajectories and structuring targeted professional learning programmes for principals, teachers and other members of the school community.
Funder
Department of Education, Skills and Employment, Australian Government
Reference160 articles.
1. Head teachers' role in managing science education towards sustainable development in north‐central zone, Nigeria;Abdullahi N.;Malaysian Online Journal of Educational Sciences,2018
2. Factors influencing the use of information and communication technology (ICT) in teaching and learning computer studies in Ohaukwu local government area of Ebonyi state‐Nigeria;Agbo I. S.;Journal of Education and Practice,2015