Bush Tracks

Viewing Teachers' Experiences of Leadership in Rural Schools Through a Contextual LEns

Authors

  • Judith Miller University of New England
  • Lorraine Graham University of New England
  • David Paterson University of New England

DOI:

https://doi.org/10.47381/aijre.v16i2.526

Keywords:

early career teachers, school leadership, context

Abstract

Due to the difficulties inherent in staffing rural schools it is increasingly common for early career teachers (EeTs) to experience school leadership roles. Such opportunities include a range of responsibilities such as establishing school and curriculum direction and providing leadership in pedagogy, assessment, and schoolcommunity relations. The accelerated progression of early career teachers impacts on the overall nature of school leadership in rural schools and creates unique pathways and experiences of school administration. This paper draws from interviews with eighteen educators regarding their experiences of leadership in rural schools. Four core categories emerged from the transcribed interview data: Leadership Opportunities; Responsibilities; the Personal and the Professional; and Fishbowl. These categories are presented along with quotes from   participants that together construct an understanding of the opportunities and challenges that accompany early career experiences of leadership roles. Findings are interpreted using a "contextual lens" on leadership that emphasises issues of proximity and transparency as they relate to leadership in rural schools.

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Published

01-07-2006

How to Cite

Miller, J., Graham, L., & Paterson, D. (2006). Bush Tracks: Viewing Teachers’ Experiences of Leadership in Rural Schools Through a Contextual LEns. Australian and International Journal of Rural Education, 16(2), 31–45. https://doi.org/10.47381/aijre.v16i2.526