Niamh Lafferty
Biographic Data
| ID | 6884806 |
|---|---|
| NAME | Niamh Lafferty |
| GIVEN NAMES | Niamh |
| FAMILY NAME | Lafferty |
| SIGNATURE | LAFFERTY N |
| AFFILIATIONS | University of Limerick |
| ORCID | 0000-0001-9113-7771 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Age Matters
This study examines educators’ perceptions of diversity prioritisation in leadership promotion practices within primary and post-primary schools in the Republic of Ireland, with particular attention to generational differences informed by generational cohort theory. Using a quantitative, cross-sectional design, data were collected via an anonymous online survey (N = 123). Participants, comprising practising teachers and school leaders, rated thei…
Creating an inclusive school community
From a research and policy perspective, the importance of including student voice in education is recognised, however a gap exists between research, policy and practice. The current research explores this gap from the position of school leaders on their perspectives and experiences with student voice and student participation in decision-making, in an Irish post-primary context. A phenomenological research design was utilised adopting qualitative…
Gendered Perceptions of Diversity in Educational Leadership Promotions in Irish Schools
This study examines educators’ perceptions of diversity in promotional practices within the Irish context through the lens of Gender Schema Theory (GST). Although women constitute the majority of the teaching workforce, they remain underrepresented at senior leadership levels, highlighting persistent gender disparities. Using survey data from 123 educators, this study investigates how gender shapes perceptions of the role of diversity in promotio…
Exploring diversity in principal promotions
The role of school principals is pivotal in enhancing pupil achievement, second only to high-quality classroom instruction. Yet, despite growing global diversity, school leadership remains largely homogeneous, with women and ethnic minorities significantly underrepresented. This systematic review examines diversity in principal promotions across primary and postprimary schools. Twenty-five empirical studies published between January 2015 and Marc…
Social identity approach to understanding teacher-leadership
Teacher-leadership has received significant consideration in recent years, being frequently acknowledged as inconsistently defined. Through the lens of social identity theory, the current study explores the concept of teacher-leadership identity from the perspective of teachers not holding formal leadership positions. The study adopts a qualitative approach involving semi-structured interviews with 14 practicing schoolteachers in Ireland, none of…
Perceptions of Diversity in School Leadership Promotions
This initial exploratory study examined the perceptions of teachers and school leaders in the Republic of Ireland regarding diversity in promotions to school principalship, framed by Equity Theory, Organisational Justice Theory, and Legitimacy Theory. A mixed-methods approach was utilised within this study. Data was collected from 123 participants via an online survey comprising Likert-type statements and open-ended questions. This data was analy…
Enactment of Transformational School Leadership—Insights from Primary School and System Leaders
Transformational leadership has been proposed as an approach that can inspire effective change. How this is manifest in schools is understudied in Irish primary schools, which have undergone significant change in recent years. The focus of this qualitative research study was primary school and system leaders’ knowledge of transformational school leadership, perceived benefits, limitations, and feasibility, and how transformational school leadersh…
School leaders' experiences and perceptions of the movement of Ukrainian child refugees into Irish schools
In March 2022, Ireland's minister for education announced that Irish schools were taking in student refugees from the Ukraine. This study explores Irish school leaders' experiences of this transition through qualitative research incorporating semi-structured interviews with six school leaders. Findings reveal a phased process focussing initially on introducing students to the school community followed by the introduction of students into the scho…
An Applied Approach to Transformational Leadership for Whole School Communities
This paper examines the vision, strategy and leadership support structures for Irish primary schools where leadership is specifically referenced, with focus on links to transformational and distributed school leadership. Of particular interest is how transformational and distributed leadership models could aid effective and sustainable leadership enactment in times of exceptional change. This article offers new insights into primary school and sy…
Leadership Opportunities in the School Setting
The focus of this study was to explore teachers’ and middle school leaders’ perspectives of promotional policies and practices within the schools where they work. As this was an initial scoping study, a qualitative approach was adopted. Fifteen teachers and/or middle school leaders participated in semi-structured interviews. Thematic analysis was employed for data analysis. Themes that emerged from the data included a mix of perceptions, in that …
The Impact of Transformational School Leadership on School Staff and School Culture in Primary Schools—A Systematic Review of International Literature
The purpose of this review is to examine transformational school leadership, responding to the question: ‘What is the research evidence in the international literature pertaining to the impact of transformational school leadership in primary schools on school staff and school culture?’. This review presents a synthesis of 15 studies performed between 2012 to 2022. The data are presented within a framework constructed from the dimensions and chara…
The Real Deal
Recognition of the importance of authentic leadership is growing in popularity amonleadership scholars. However, little remains known about how it is valued or received among practicing school leaders. The purpose of this research was to explore the perspectives and experiences of school leaders with reference to authentic leadership in Irish primary school leaders. As this is a scoping study, a qualitative research design was adopted, using semi…
The Impact of Transformational School Leadership on School Staff and School Culture in Primary Schools—A Systematic Review of International Literature
The purpose of this review is to examine transformational school leadership, responding to the question: ‘What is the research evidence in the international literature pertaining to the impact of transformational school leadership in primary schools on school staff and school culture?’. This review presents a synthesis of 15 studies performed between 2012 to 2022. The data are presented within a framework constructed from the dimensions and chara…
Leadership Opportunities in the School Setting
The focus of this study was to explore teachers’ and middle school leaders’ perspectives of promotional policies and practices within the schools where they work. As this was an initial scoping study, a qualitative approach was adopted. Fifteen teachers and/or middle school leaders participated in semi-structured interviews. Thematic analysis was employed for data analysis. Themes that emerged from the data included a mix of perceptions, in that …
The Real Deal
Recognition of the importance of authentic leadership is growing in popularity amonleadership scholars. However, little remains known about how it is valued or received among practicing school leaders. The purpose of this research was to explore the perspectives and experiences of school leaders with reference to authentic leadership in Irish primary school leaders. As this is a scoping study, a qualitative research design was adopted, using semi…
Leadership Opportunities in the School Setting
The focus of this study was to explore teachers’ and middle school leaders’ perspectives of promotional policies and practices within the schools where they work. As this was an initial scoping study, a qualitative approach was adopted. Fifteen teachers and/or middle school leaders participated in semi-structured interviews. Thematic analysis was employed for data analysis. Themes that emerged from the data included a mix of perceptions, in that …
The Impact of Transformational School Leadership on School Staff and School Culture in Primary Schools—A Systematic Review of International Literature
The purpose of this review is to examine transformational school leadership, responding to the question: ‘What is the research evidence in the international literature pertaining to the impact of transformational school leadership in primary schools on school staff and school culture?’. This review presents a synthesis of 15 studies performed between 2012 to 2022. The data are presented within a framework constructed from the dimensions and chara…
Enactment of Transformational School Leadership—Insights from Primary School and System Leaders
Transformational leadership has been proposed as an approach that can inspire effective change. How this is manifest in schools is understudied in Irish primary schools, which have undergone significant change in recent years. The focus of this qualitative research study was primary school and system leaders’ knowledge of transformational school leadership, perceived benefits, limitations, and feasibility, and how transformational school leadersh…
School leaders' experiences and perceptions of the movement of Ukrainian child refugees into Irish schools
In March 2022, Ireland's minister for education announced that Irish schools were taking in student refugees from the Ukraine. This study explores Irish school leaders' experiences of this transition through qualitative research incorporating semi-structured interviews with six school leaders. Findings reveal a phased process focussing initially on introducing students to the school community followed by the introduction of students into the scho…
An Applied Approach to Transformational Leadership for Whole School Communities
This paper examines the vision, strategy and leadership support structures for Irish primary schools where leadership is specifically referenced, with focus on links to transformational and distributed school leadership. Of particular interest is how transformational and distributed leadership models could aid effective and sustainable leadership enactment in times of exceptional change. This article offers new insights into primary school and sy…
Creating an inclusive school community
From a research and policy perspective, the importance of including student voice in education is recognised, however a gap exists between research, policy and practice. The current research explores this gap from the position of school leaders on their perspectives and experiences with student voice and student participation in decision-making, in an Irish post-primary context. A phenomenological research design was utilised adopting qualitative…
Gendered Perceptions of Diversity in Educational Leadership Promotions in Irish Schools
This study examines educators’ perceptions of diversity in promotional practices within the Irish context through the lens of Gender Schema Theory (GST). Although women constitute the majority of the teaching workforce, they remain underrepresented at senior leadership levels, highlighting persistent gender disparities. Using survey data from 123 educators, this study investigates how gender shapes perceptions of the role of diversity in promotio…
Exploring diversity in principal promotions
The role of school principals is pivotal in enhancing pupil achievement, second only to high-quality classroom instruction. Yet, despite growing global diversity, school leadership remains largely homogeneous, with women and ethnic minorities significantly underrepresented. This systematic review examines diversity in principal promotions across primary and postprimary schools. Twenty-five empirical studies published between January 2015 and Marc…
Social identity approach to understanding teacher-leadership
Teacher-leadership has received significant consideration in recent years, being frequently acknowledged as inconsistently defined. Through the lens of social identity theory, the current study explores the concept of teacher-leadership identity from the perspective of teachers not holding formal leadership positions. The study adopts a qualitative approach involving semi-structured interviews with 14 practicing schoolteachers in Ireland, none of…
Perceptions of Diversity in School Leadership Promotions
This initial exploratory study examined the perceptions of teachers and school leaders in the Republic of Ireland regarding diversity in promotions to school principalship, framed by Equity Theory, Organisational Justice Theory, and Legitimacy Theory. A mixed-methods approach was utilised within this study. Data was collected from 123 participants via an online survey comprising Likert-type statements and open-ended questions. This data was analy…
Age Matters
This study examines educators’ perceptions of diversity prioritisation in leadership promotion practices within primary and post-primary schools in the Republic of Ireland, with particular attention to generational differences informed by generational cohort theory. Using a quantitative, cross-sectional design, data were collected via an anonymous online survey (N = 123). Participants, comprising practising teachers and school leaders, rated thei…
Psychology (8 works) · Pedagogy (7 works) · Educational leadership (6 works) · Perception (6 works) · Political science (6 works) · Sociology (6 works) · Teacher Education and Leadership Studies (6 works) · Social Psychology (5 works) · Cultural diversity (4 works) · Irish (4 works)