Thesis
School Leadership Development through Collaborative Inquiry and Generative Dialogue: A Qualitative Investigation in an Australian Setting
Southern Cross University
Doctor of Philosophy (PhD), Southern Cross University
2024
DOI:
https://doi.org/10.25918/thesis.383
Metrics
Abstract
This investigation addresses school leadership development in an Australian setting. It specifically seeks to illuminate the experiences of school leaders who participated in a school leadership development approach involving the processes of collaborative inquiry and generative dialogue. This approach was pioneered in Alberta, Canada, and adapted for application in Australia in an initiative known as the North Coast Initiative, involving public schools in the northern coastal region of the State of New South Wales. The North Coast Initiative commenced in 2014 and concluded with the onset of the COVID-19 pandemic in 2020. This investigation involved 19 school leaders from 11 schools participating in the North Coast Initiative. A well-established qualitative research methodology, Naturalistic Inquiry, was employed to obtain insights from the participants about their perceptions and experiences of collaborative inquiry and generative dialogue in the context of monthly school leadership development meetings. Based on an action research model, collaborative inquiry required the participants to engage in local and applied research projects related to their school leadership responsibilities. Generative dialogue, which draws mainly on a humanist counselling model, encouraged group-based discussion that accentuated the value of professional reflection and attentive listening skills. The response of the participants to the North Coast Initiative was highly positive. They viewed collaborative inquiry as having helped them to focus on their leadership development needs while at the same time fostering a spirit of collegiality, trust, and teamwork. They viewed generative dialogue as a process that sensitised them to the value of critical reflection, active listening skills, respectful exchange, and a focus on accountability in their professional communication with peers. The monthly school leadership development meetings at which these two processes were combined were regarded as professionally rewarding. Though previous investigations have addressed the impact of the collaborative inquiry and generative dialogue processes on school improvement, limited research has explored collaborative inquiry and generative dialogue in leadership development meetings. This investigation gives confidence that the process is engaging, enriching, and highly applicable to their professional needs.
Details
- Title
- School Leadership Development through Collaborative Inquiry and Generative Dialogue: A Qualitative Investigation in an Australian Setting
- Creators
- Koralia Petta
- Contributors
- David Lynch (Supervisor) - Southern Cross UniversityMartin Hayden (Supervisor) - Southern Cross UniversityMarilyn Chaseling (Supervisor) - Southern Cross UniversityRobert James Smith (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Doctor of Philosophy (PhD)
- Theses
- Doctor of Philosophy (PhD), Southern Cross University
- Publisher
- Southern Cross University
- Number of pages
- xiii, 276
- Identifiers
- 991013207013802368
- Copyright
- © K Petta 2024
- Academic Unit
- Faculty of Education
- Resource Type
- Thesis