Abstract

In this research paper, we outline school leadership dispositions and actions for developing teacher supply pipelines in Australia. In the context of attracting and retaining quality teachers in regional, rural and remote schools, and within the complexity of leading contemporary schools, school leaders require mindsets, strategies, and practices beyond what is acquired during a model of apprenticing. As a constructivist inquiry, the school leaders identified the power of partnerships that are peer supported and situated in place-based consciousness. Our findings illustrate the knowledge, dispositions, training, and professional experience regional, rural and remote school leaders require. As a contribution, we outline implications for school leaders as they navigate the multifaceted dimensions of staffing schools.

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