School voices in Leadership for Learning within the Greek context

Abstract

This article focuses on the outcomes in one of the three Greek schools participating in the ‘Carpe Vitam: Leadership for Learning’ project based at Cambridge University. It focuses on the data obtained from teacher and student interviews and uses a framework of analysis based on two qualitative methodological approaches for analysing narrative material: the holistic content and categorical content perspectives. The main findings depict the complex story of school change, improvement and development over the course of the project.

Notes

1. In the final phase, seven teachers remained—others had left the school.

2. The principles emerged after analysis of the initial data during the first phase and had progressively developed in the wider context of the project.

3. The development of the theoretical framework was mainly carried out by the Cambridge research team, and they used a similar approach for the data analysis (MacBeath et al. 2005).