This subsection is a discussion of the similarities and differences in the ways in which characteristics about a Josephite approach to education are evident in leadership practices of Principals and their leadership teams. The results from Principals and leadership team participants are discussed under four themes:
coherency of mission with tradition and practice; educational rigour and excellence; service to families; and the relevance of core values and principles in the Josephite tradition. These themes are considered in the light of three models of leadership, namely; transactional, transformational and transcendental leadership.
5.6.3.1 Principals and leadership teams value coherency of mission with
tradition and practice.
Most Principals recognised they were responsible for the alignment of mission with tradition and practice in leading their school community. The results
implied that transcendental leadership was present when Principals inspired by faith had embodied the Josephite spiritual tradition. Principals were able to explicitly communicate the Josephite spiritual tradition and its values and principles to their leadership team. Several Principals demonstrated transcendental leadership when their reflective practice gave rise to creative ways in which to re-imagine the Josephite tradition and its vision in the present circumstances. In such instances, leadership team participants were able to align the implementation of structures and procedures with the mission and vision of the school community. Furthermore, Principals demonstrated transformational leadership when they motivated, inspired, guided and mentored members of their leadership team. Similarly, the impact of transformational leadership was evident when leadership team participants cited examples of being encouraged to participate in professional learning and mentoring opportunities.
5.6.3.2 Principals, leadership teams and excellence and rigour.
Principals and leadership team participants demonstrated transformational leadership when striving for excellence and rigour in teaching and learning in their school community. Transformational leadership was apparent when Principals referred to the high priority they placed on staff formation and the professional development of their staff. In similar manner, leadership team participants who had diligently engaged in reflective practice and professional learning
opportunities were empowered to integrate gospel values and Josephite characteristics when introducing new programs in the school. Most Principals demonstrated transformational leadership when they encouraged their leaders and staff members to develop inclusive practices so that each child / young person was able to participate in their learning. In turn, it appeared that leadership team
participants demonstrated features of both transformational and transactional leadership when defined structures and processes facilitated the integration of wellbeing and learning for each student. In some situations, Principals drew on the spiritual dimension of leadership to inspire a rigorous learning environment where sensitivity and compassion enabled students to achieve to the best of their ability.
Similarly, all leadership team participants demonstrated a blend of transactional and transformational leadership in creating a relational learning environment.
5.6.3.3 Principals, leadership teams and service to families.
The results from Principals and leadership team participants implied servant leadership was dominant in the leadership practices of Principals and participants who were conversant with the diverse needs presented by families. Several Principals were explicit in drawing on gospel images of servant leadership for inspiration and motivation when responding to the impact of marginalisation on families. Similarly, servant leadership practices were evident when leadership team participants constantly interacted with families in adapting the social and learning environment to meet the needs of the student. Features of servant leadership were tangible when leadership team participants across the six schools identified the need for humility and compassion when developing an understanding of the socio-cultural circumstances experienced by families. Servant leadership was visible when
Principals and participants created school environments that nurtured dignity, acceptance and hospitality in meeting the diverse range of needs in the school community. Principals and leadership team participants demonstrated transcendental leadership when they emphasised their service to families was integral to the
expression of the Josephite spiritual tradition in their school community.
5.6.3.4 Principals, leadership teams and the relevance of the tradition in
leadership practice.
Principals and leadership team participants with a depth of experience in the Josephite tradition were empowered when re-imagining the Josephite tradition in their school community. Transcendental leadership was apparent when Principals sought to integrate the Josephite spiritual tradition, core values and principles in meeting new challenges. For example, when Principals drew on their faith and spirituality they inspired their leadership team to be explicit in identifying Josephite core values in their interactions with students and families. Furthermore, some leadership team participants drew on the Josephite spiritual tradition and its focus on service in responding to the complexity of twenty first century education.
Transcendental leadership was obvious when Principals reclaimed the Josephite spiritual tradition, and its core values of dignity and charity, to give meaning and purpose in the context of a fragile Catholic Church. Similarly, some leadership team participants urged a re-claiming of the spiritual tradition, its core values and
combination of transcendental and transformational leadership inspired Principals to advocate for the provision of inclusive Catholic education when issues of funding and resourcing arose by providing data and highlighting the outcomes achieved. In like manner, transformational leadership was tangible when leadership team participants were inspired to critique educational initiatives they perceived were driven by economic rationalisation and the commodification of education.
5.6.4 Characteristics about a Josephite approach to education evident in