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The study explores the connection between head teacher leadership in TAFE and the culture of the teaching unit and analyses how such leadership may influence pedagogical models. Further, the study examines how institutes of TAFE respond to performance expectations brought about by government-instigated reforms within the VET sector. The study is set within the context of a rapidly changing Australian VET structure, changes in VET policies and the competitiveness agenda for the Australian government that links the VET institutions to Australia's economic prosperity. |
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