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Enacting policy: the capacity of school leaders to support early career teachers through policy work


Sullivan, AM and Morrison, CM, Enacting policy: the capacity of school leaders to support early career teachers through policy work, Australian Educational Researcher, 41, (5) pp. 603-620. ISSN 0311-6999 (2014) [Refereed Article]

Copyright Statement

Copyright 2014 The Australian Association for Research in Education, Inc.

DOI: doi:10.1007/s13384-014-0155-y


Early career teachers often feel overwhelmed by the complex, intense and unpredictable nature of their work. Recently, policy initiatives have been introduced to provide new teachers with extra release-time from face-to-face classroom teaching duties to assist them in their transition to the workforce. This paper reports on a critical policy study that investigated the enactment of this policy initiative. A data set was created from a larger qualitative study which investigated early career teacher resilience. Drawing on a policy enactment theoretical ‘toolbox’, the findings indicate that school leaders can empower early career teachers to move beyond being ‘receivers’ of policy to assume a more active policy role. This paper argues that school leaders are very powerful in their capacity to enact policy to ensure strategic access to appropriate on-going learning opportunities to support early career teachers.

Item Details

Item Type:Refereed Article
Keywords:Policy enactment; Early career teachers; Teacher induction; School leadership
Research Division:Education
Research Group:Specialist studies in education
Research Field:Educational administration, management and leadership
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Policies and development
UTAS Author:Morrison, CM (Dr Chad Morrison)
ID Code:111377
Year Published:2014
Web of Science® Times Cited:7
Deposited By:Education
Deposited On:2016-09-09
Last Modified:2018-07-04

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