Principal leadership and proximal processes in creating STEM ecosystems: an Australian case study

Garry Falloon*, Michael Stevenson, Vesife Hatisaru, Derek Hurrell, Marie Boden

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Improving learning through interdisciplinary STEM has come to the forefront of educational discourse, as schools attempt to attract more students to STEM study. However, little is known about how successful STEM curricula are established and sustained. This study details the establishment and sustaining of an exemplary STEM learning ecosystem in a girls’ comprehensive secondary college. Results highlight exemplary STEM ecosystems demand multidimensional principal leadership, that over time, can develop effective generative proximal processes and levels of relational trust needed to implement the disruptive reforms associated with establishing interdisciplinary STEM curricula. Findings identify principals’ ongoing engagement in the environment and dispositional and developmental assets are critical to successful school change supporting STEM innovation.

Original languageEnglish
Number of pages23
JournalLeadership and Policy in Schools
Early online date6 Jul 2022
DOIs
Publication statusE-pub ahead of print - 6 Jul 2022

Keywords

  • STEM education
  • school leadership
  • learning ecosystem
  • educational change
  • teacher professional development

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