We know much about the importance of support from the principal to teacher morale and school climate, but less attention has been paid to upward supportive communication: which is when staff members provide support to the principal. Principals need support to maintain their own morale and a sense of connection with the school. How much support do they get? Do they get the kind of support they need? This paper presents the results of recent research into upward supportive communication in government, catholic systemic and independent schools. The study found consistently lower levels of upward supportive communication compared to other forms (downward and horizontal supportive communication). However, interview data suggests a number of ways in which teachers and other staff members provide support to the principal. This data will form the basis of the practice session. Participants will be encouraged to examine the different forms of support and identify the most useful ones as well as make suggestions for best practice, given the many issues that prevent as well as promote upward supportive communication in schools.
|Number of pages||1|
|Publication status||Published - 5 Oct 2012|
|Event||Australian Council for Educational Leaders (ACEL) International Conference 2012: ‘An Inquiry Mindset: Unleashing New Ideas for Leading Learning in the Conceptual Age’ - Brisbane, Australia|
Duration: 3 Oct 2012 → 5 Oct 2012
|Conference||Australian Council for Educational Leaders (ACEL) International Conference 2012|
|Period||3/10/12 → 5/10/12|