The meaning of out-of-field teaching for educational leadership

Abstract

Assigning teachers to a position for which they are not suitably qualified influences effective educational leadership. The paper reveals assumptions and misconceptions about the lived experiences of teachers in out-of-field positions and what it means for effective educational leadership. The multilayered meaning of out-of-field teaching for quality education is an international concern which includes countries such as Australia, USA, UK, Korea, Europe, Turkey and South Africa. The paper reports on a transnational qualitative investigation conducted in Australia and South Africa at seven schools in different educational environments. The meaning of lived experiences in relation to out-of-field teaching and educational leadership is explored through the lenses of educational directors, principals, specialist and out-of-field teachers and parents. An in-depth discussion of the practical and social implications unveils taken-for-granted traditions and cultures in relation to out-of-field teaching. The paper concludes with an in-depth discussion of the meaning out-of-field teaching has for educational leadership, while it underlines specific complexities for decision-making and policy development. The need for further research in relation to educational leadership training and professional development in relation to the out-of-field situation is revealed.

Additional information

Notes on contributors

Anna E. du Plessis

Anna Elizabeth du Plessis DEd is currently a PhD student at The University of Queensland, Brisbane Q 4072, Brisbane, Australia. Email: [email protected]. She has 26 years of teaching experience in different countries of which eight years were in school leadership. Her research projects investigated the implications of out-of-field teaching for professional development and school management. She has presented her research outcomes at international conferences and has a growing publication profile. She has an interest in educational leadership and her current research explores the lived meaning of out-of-field teaching for leadership.

Annemaree Carroll

Annemaree Carroll PhD is an associate professor in the School of Education at The University of Queensland, Brisbane Q 4072, Brisbane, Australia, and is a registered psychologist and teacher. Email: [email protected]. Over the past 18 years, her research activities have focused on the self-regulatory processes of adolescent behaviour and child and adolescent emotional and behavioural difficulties. She has been particularly concerned with developing innovative multimedia methods and strategies for enhancing the engagement and motivation of at-risk children and youth to bring about positive change in their lives.

Robyn M. Gillies

Robyn M. Gillies PhD is a professor of Education at The University of Queensland, Brisbane Q 4072, Brisbane, Australia. Email: [email protected]. She has worked extensively in primary and secondary schools to help teachers to embed student-centred pedagogical practices into their classroom curricula. Her research interests include small group interactions, inquiry-based learning, classroom discourses and classroom processes related to learning outcomes.