System leadership in an academy school in England and a charter school in the United States of America

Coles-Hennessy, Helen (2022). System leadership in an academy school in England and a charter school in the United States of America. University of Birmingham. Ed.D.

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Abstract

This research-based thesis explores system leadership as a form of leadership used in educational settings. A detailed and comprehensive review of literature surrounding system leadership has been carried out to gain an understanding into system leadership and ways in which it can be utilised. The research involves two case study schools. The first case study was an academy school in England, which was part of a larger Multi-Academy Trust, the second a charter school in the United States of America. The theoretical framework of system leadership developed by Higham, Hopkins, and Matthews (2009) is the lens used to view system leadership through when reviewing the data collected from the case study schools and investigating the utilising of system leadership by leaders in each of the case study schools.

The research utilises mixed data collection methods including questionnaires, interviews, and physical observations. Questionnaires utilising a web-based questionnaire tool were sent to leaders in the two case study schools, and then semi-structured interviews with leaders in both schools were carried out face-to-face. Data is analysed using a pattern matching technique to see if the data collected matched the theoretical framework of system leadership developed by Higham, Hopkins, and Matthews (2009). This framework highlights key areas of system leadership, as defined by Higham, Hopkins and Matthews (2009). The key value at the centre of this framework is leading with moral imperative. The aim of the research is to compare the data gathered to the theoretical framework, in order to understand if system leadership is being utilised by leaders in the two case study schools, and to what extent.

The data highlights that the respondents involved in the research, from both the academy school in England and the charter school in the United States of America, held ‘moral imperative’ at the centre of their leadership approach. They have a strong belief in doing what was right for their students, parents/carers and their local community. Having moral purpose at the centre is key to the model of system leadership further developed by Higham, Hopkins, and Matthews (2009) and was very apparent in questionnaire and interview responses from all. All other aspects of the system leadership model developed by Higham, Hopkins, and Matthews (2009) are also present in the responses of the leaders in both schools. The research provides evidence that the system leadership approach adopted within the educational establishments involved in this research lead with moral purpose at the centre. This impacts on my work as a leader in an educational setting, with moral purpose at the centre of my leadership, and the dissemination of this to the setting and wider academy trust.

Type of Work:

Thesis (Doctorates > Ed.D.)

Award Type:

Doctorates > Ed.D.

Supervisor(s):