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    Enacting policy: the capacity of school leaders to support early career teachers through policy work

    Access Status
    Fulltext not available
    Authors
    Sullivan, A.
    Morrison, Chad
    Date
    2014
    Type
    Journal Article
    
    Metadata
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    Citation
    Sullivan, A. and Morrison, C. 2014. Enacting policy: the capacity of school leaders to support early career teachers through policy work. Australian Educational Researcher. 41 (5): pp. 603-620.
    Source Title
    Australian Educational Researcher
    DOI
    10.1007/s13384-014-0155-y
    ISSN
    0311-6999
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/72470
    Collection
    • Curtin Research Publications
    Abstract

    © 2014, The Australian Association for Research in Education, Inc. Early career teachers often feel overwhelmed by the complex, intense and unpredictable nature of their work. Recently, policy initiatives have been introduced to provide new teachers with extra release-time from face-to-face classroom teaching duties to assist them in their transition to the workforce. This paper reports on a critical policy study that investigated the enactment of this policy initiative. A data set was created from a larger qualitative study which investigated early career teacher resilience. Drawing on a policy enactment theoretical ‘toolbox’, the findings indicate that school leaders can empower early career teachers to move beyond being ‘receivers’ of policy to assume a more active policy role. This paper argues that school leaders are very powerful in their capacity to enact policy to ensure strategic access to appropriate on-going learning opportunities to support early career teachers.

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