Leadership practices contributing to STEM education success at three rural Australian schools

Abstract

The limited research into leading STEM education in rural schools internationally tends to adopt a deficit view, with a focus on the poor achievement and aspirations of rural students, difficulties recruiting and retaining STEM teachers, and issues of isolation and under-resourcing. Counter to this trend, this paper reports on research investigating leadership practices shaping STEM education at three high STEM-performing rural schools. High-performing rural schools in Victoria, Australia were identified through analysis of state-wide final year enrolment and achievement data in STEM related senior subjects. Three rural schools with relatively high STEM subject enrolments and achievement levels were selected for in-depth study. The theory of Practice Architectures guided thematic analysis of interviews with principals, middle leaders, and teachers, facilitating a description of the ways that leadership practices interacted with the Practice Architectures evident at each school, which, in turn, enabled and constrained practices that contributed to each school’s STEM education success. Five leadership practices were identified as contributing to STEM education success at all three schools: leveraging community relationships, utilising local resources to enrich STEM learning, empowering STEM teaching staff, promoting the value of STEM education, and supporting STEM pathways. In detailing these leadership practices, this paper provides guidance to rural education leaders and policy makers seeking to improve STEM education in rural schools.