School leadership practices that promote effective whole school behaviour management

a study of Australian primary schools

John De Nobile*, Mariam El Baba, Teola London

*Corresponding author for this work

    Research output: Contribution to journalArticle

    4 Citations (Scopus)


    When considering the management of student behaviour issues, a substantial body of literature, as well as logical common sense, points to the advantages of whole school policy over the individual efforts of teachers. Less is known, however, about the direct or indirect role school leadership plays in the development of well-implemented whole school behaviour management (WSBM) systems and policy in primary schools. This article explores elements of leadership practice likely to promote well-implemented WSBM, using an initial framework developed from related literature and applying it in a study of primary schools. The sample comprised 52 staff members from 31 government and non-government primary schools in 5 states and territories of Australia. Data were obtained from interviews which sought to gather information about how well each school’s WSBM was implemented. Results confirmed the theorised framework of leadership practices that encourage well-implemented WSBM. The article concludes with implications for future research and school leadership.

    Original languageEnglish
    Pages (from-to)419-434
    Number of pages16
    JournalSchool Leadership and Management
    Issue number4
    Publication statusPublished - 7 Aug 2016

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