Improving learning in schools: the overarching influence of ‘presence’ on the capacity of authoritative leaders

Abstract

Authoritative leaders are skilful in nurturing relationships whilst building a learning culture that demands excellence. However, as leadership in schools becomes increasingly complex, the ability of leaders to develop relationships whilst demanding excellence is difficult. This article presents research from a mixed methods study that identified the notion of authoritative leadership as an important element in Leadership for Learning (LfL). Having examined the data to understand the extent to which authoritative leadership was evident in schools, the analysis revealed two characteristics of this leadership style where the research sites differed substantially. The findings highlight the need for authoritative leaders to develop supportive relationships and, have a positive influence upon the school’s climate and culture. Ultimately, when these two characteristics of authoritative leadership were evident in schools, the study revealed that teacher agency was enhanced. The article identifies the notion of presence as an overarching quality of authoritative leaders seeking to influence learning in their schools.

Additional information

Notes on contributors

Scott Marsh

Scott Marsh is a PhD candidate in the School of Education at Macquarie University, Sydney, Australia. Email: [email protected]. He is presently a Deputy Headmaster in an independent school in Sydney, Australia.

Manjula Waniganayake

Manjula Waniganayake is an associate professor in the Institute of Early Childhood Education at Macquarie University, Sydney, Australia. Email: [email protected]. Her current research interests are concerned with exploring early childhood workforce issues including staff qualifications, quality assurance, mentoring and leadership as well as working with families from immigrant and refugee backgrounds. Her latest book co-authored with Sandra Cheeseman, Marianne Fenech and Fay Hadley is titled Leadership: Contexts and Complexities in Early Childhood Education (Oxford, 2012).

John De Nobile

John De Nobile, EdD, is a senior lecturer in the School of Education at Macquarie University, Sydney, Australia. Email: [email protected]. His broad research interests include organisational psychology, school development processes and leadership. He has written extensively in the area of communication in organisations. Together, their research has been investigating the notion of leadership for learning and the impact of leadership as a resource for improving learning in schools.