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The reviewed literature indicates that time spent on compliance can detract from leading teaching and learning, weakening engagement with the principal role and limiting aspiring careers. Eleven semi-structured interview questions generated data analyzed into three themes: resources for compliance, perceived value, and effects on school independence, educational leadership, and leaders’ personal costs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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|\n\n2014  \nComplying with School Accountability  \nRequirements and the Impact on School Leaders  \nGraeme Lock  \nEdith Cowan University, [g.lock@ecu.edu.au](g.lock@ecu.edu.au)  \nGeoff Lummis Edith Cowan Univeristy  \nRecommended Citation  \nLock, G., & Lummis, G. (2014). Complying with School Accountability Requirements and the Impact on School Leaders. Australian Journal of Teacher Education, 39 (2).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss2/5](http://ro.ecu.edu.au/ajte/vol39/iss2/5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss2/5](http://ro.ecu.edu.au/ajte/vol39/iss2/5)  \nAustralian Journal of Teacher Education  \nComplying with School Accountability Requirements and the Impact on  \nSchool Leaders  \nGraeme Lock  \nGeoff Lummis  \nEdith Cowan University  \nAbstract: Within an era of seemingly ever-increasing school  \naccountability to both Federal and State jurisdictions in Australia, the  \nimpact of such requirements has received little attention in the  \nliterature. This research project was designed specifically to  \ninvestigate the impact of compliance requirements on school leaders’  \nworkloads.  \nThe literature reviewed finds that detraction from the key role of  \nleading teaching and learning due to spending so much time on  \ncompliance requirements leads to disenchantment with the role of the  \nprincipal and is a leading contributor to why so few aspirants are  \npursuing a career as a principal.  \nEleven semi-structured interview questions were developed and  \nanalysis of the data revealed three broad themes: the use of resources  \nrequired to meet compliance; the perceived value of the request for  \ncompliance; and, the impact of compliance on the independent nature  \nof the school, educational leadership and personal cost.  \nThe findings not only have implications for current school leaders,  \nbut also undergraduate and postgraduate course structures,  \nparticularly in educational leadership units, as the nature of the  \ndemands revealed in this study should be considered within course  \ncontent.  \nIntroduction  \nDuring a workshop conducted in April 2013, principals commented that they are being subjected to increasing demands to supply data to a range of stakeholders and to meet many regulatory requirements of both Federal and State governments . Anecdotal feedback to date suggest that the role of the principal is changing due to increased demands external to the school and is placing leaders more as administrative agents of governments and taking them away the from the crucial roles of school leader and the driver of education leadership within the school. A recently completed comprehensive survey of Western Australian (WA) public school principals commissioned by the Secondary School Teachers Union of Western Australia (SSTUWA) concluded that “principals are overloaded with work, unsupported and under resourced to the point children’s education is at risk”(West Australian, May 28th 2013). Prior to the commencement of the research, a briefing session was held and attended by principals and school board members . Two of the issues discussed was concern about the amount of time and stress external compliance requests were placing on schools, particularly principals .  \nThe aim of this project was to investigate, within a sample of 12 WA schools, the impact of regulation compliance on the role of school principals . To ensure the schools,  \nVol 39, 2, February 2014 58  \nAustralian Journal of Teacher Education  \nwhich participated in this research remain anonymous their location and the education systems to which they belong will not be discussed.  \nThe research question was: What is the impact on principal workload of completing external compliance requirements? Table 1 provides details of the interview questions, which were developed to collect the data .  \nEthics approval wa","cbCaieclZRarx5rP","https://ap.wps.com/l/cbCaieclZRarx5rP","pdf",184988,13,"English","# Introduction\n## Research question\n## Ethics approval\n## Semi-structured interview method","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To investigate the impact of external regulation compliance requirements on school principals’ workloads within a sample of 12 Western Australian schools.\"},{\"question\":\"How were the data collected?\",\"answer\":\"Through semi-structured interviews with principals and other selected school leaders, using stratified random sampling based on student population size.\"},{\"question\":\"What themes emerged from the interview data?\",\"answer\":\"Three broad themes were identified: resources required for compliance, perceived value of compliance requests, and compliance’s impact on school independence, educational leadership, and personal cost (stress, lifestyle, and health).\"}]","Australian Journal of Teacher Education - Vol 39 - Issue 2 - Article 5 - Complying with School Accountability Requirements and the Impact on School Leaders | PDF",1792077452,33]