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Models of successful principal leadership


Gurr, D and Drysdale, L and Mulford, WR, Models of successful principal leadership, School Leadership and Management, 26, (4) pp. 371-395. ISSN 1363-2434 (2006) [Refereed Article]

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DOI: doi:10.1080/13632430600886921


This article provides an Australian perspective on successful school leadership that focuses on case studies in two states (Tasmania and Victoria). Case studies for each state were developed independently and are reported separately. Two models of successful school leadership are outlined and compared, with the models, showing a remarkable degree of commonality demonstrating that the core aspects of successful school leadership can be identified in ways that can help explain the complexity of principal leadership that leads to improved student outcomes. Both studies showed the significant contributions principals made to schools, particularly in the areas of capacity building and teaching and learning. Characteristics and qualities of the principals identified showed a common and consistent set of personal traits, behaviours, values and beliefs, such as honesty and openness, highly developed communication skills, flexibility, commitment, passion, empathy with others, a sense of 'innate goodness', support of equity and social justice, a belief that all children are important and can succeed, being other-centred, high expectations and a belief that schools can make a difference.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Education policy, sociology and philosophy
Research Field:Sociology of education
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Policies and development
UTAS Author:Mulford, WR (Professor Bill Mulford)
ID Code:40488
Year Published:2006
Deposited By:Education
Deposited On:2006-08-01
Last Modified:2010-06-03
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