Making a Difference in Challenging, High-Poverty Schools: Successful principals in the USA, England, and Australia

Abstract

This article draws on findings from a larger international study and the literature to examine successful principals of challenging high-poverty schools in the USA, England, and Australia. Specifically, this article reports case-study findings for 13 challenging schools, 4 each in the USA and Australia and 5 in England. Findings from this study indicate that successful principals used similar leadership practices and traits to make a difference and improve student performance in very challenging schools. These findings extend previous research conducted in single-nation contexts. The presentation of findings also considers differences in the role of the principal, the school context, and larger national policies. The article concludes with implications for leadership training and future research.

Aknowledgements

The authors would like to thank Ken Leithwood, the editors, and two anonymous reviewers for their helpful comments on earlier drafts of this article. The authors would also like to acknowledge additional members of research teams from the USA, England, and Australia: Lauri Johnson and Corrie Giles (USA), Chris Day (England), and David Gurr and Bill Mulford (Australia).