The purpose of this paper is to report on research into the challenges for leadership in implementation of a new curriculum in a remote region of Queensland, Australia.
Data for the research were gathered through an online survey and semi‐structured interviews with teachers and principals involved in the reforms.
Results show that there were substantial differences in the views of teachers and principals in their perceptions of the implementation process. The vast differences in the implementation strategies and leadership approaches between the schools suggested that the effect of the reform on leadership practices was more positive in schools in which elements of productive leadership were present.
This research highlights the importance of leadership throughout reform processes, particularly in terms of the different experiences and perceptions teachers and principals have during the policy implementation process. As a result, this paper offers an important perspective on the complex dynamics of leadership processes and how curriculum reform is enacted at the local level.
