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Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model

Published online by Cambridge University Press:  13 May 2021

Judith Foggett Open the ORCID record for Judith Foggett [Opens in a new window] ,
Robert Conway  and
Kerry Dally Open the ORCID record for Kerry Dally [Opens in a new window]
Judith Foggett*
Affiliation:
University of Newcastle, Australia
Robert Conway
Affiliation:
Flinders University, Australia
Kerry Dally
Affiliation:
University of Newcastle, Australia
*
*Corresponding author. Email: Judith.Foggett@newcastle.edu.au
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Abstract

Student problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.

Keywords

principalscollaborationpartnerships in educationprofessional learning communitiesstudent behaviourcollaborative decision-making
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 45 , Issue 2 , December 2021 , pp. 191 - 204
Copyright
© The Author(s) 2021. Published by Cambridge University Press

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Footnotes

†

This manuscript was accepted under the Editorship of Umesh Sharma.

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