Abstract
Across the Asia Pacific, the number of international schools are
rapidly rising - many of these schools include large multi-ethnic
populations. Typically, they aspire to offer an ‘international’
education and university preparation. They often adopt International
Baccalaureate (IB) programs to accomplish these aims (Bryant 2018).
Over 180 Australian schools now offer IB programs (IBO 2017).
Research shows that effective instructional leadership is essential
to implement IB programs successfully (Lee, Hallinger & Walker
2012). This fits with broader insights that leaders influence student
learning by shaping teachers’ working conditions and professional
relationships and designing schools’ organisational structures
(Day et al. 2010). Although research has identified the external
and organisational (Bryant et al. 2016; Lee et al. 2016; Rizvi 2014)
challenges faced by international school leaders, there is little
research on the impact of leadership on student outcomes in IB
schools.
Original language | English |
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Pages (from-to) | 26-29 |
Number of pages | 4 |
Journal | Australian Educational Leader |
Volume | 40 |
Issue number | 1 |
Publication status | Published - 2018 |