This paper reports on multiple perspective and observational case studies of the leadership of three underperforming schools, two serving communities with relatively high educational advantage, and one with low educational advantage, yet all facing challenges related to school closure and pressure to succeed. Utilising Hallinger’s (2016) context and culture framework for school improvement to analyse the cases, it is shown that whilst these schools had very challenging contexts, they have been able to meet the needs of their local community cultures through leadership from the principal and others that has not been constrained by context.
|Number of pages||23|
|Journal||International Studies in Educational Administration|
|Publication status||Published - 2018|
- School leadership
- context and culture
- School improvement