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1.
Trevor Male 《School Leadership & Management》2013,33(4):463-477
This article investigates the data from a national survey of headteachers of maintained schools in England conducted during 1999 by means of a self-completion postal questionnaire to see whether there was any evidence to support the hypothesis that respondents who had taken part in the National Professional Qualification for Headship (NPQH) felt better prepared than their predecessors for the post of headteacher. The survey sought to establish the perceptions of English headteachers with regard to their state of readiness on taking up the role. Where respondents reported themselves as well prepared or extremely well prepared for aspects of their role they were asked to attribute their perceived state of readiness to training, experience, or a combination of the two. In addition respondents were asked to complete open-ended questions which asked them to identify activities and support which would help the induction of newly appointed headteachers. The findings reported in this paper do not draw on these qualitative responses. 相似文献
2.
Abstract The new system for the inspection of special schools was introduced in England in September 1994, using common criteria as those used for mainstream schools. One of the main purposes of inspection stated by the Office for Standards in Education (OFSTED) is school improvement. This paper presents the perceptions of headteachers of the inspection process arising from the first inspections carried out during September‐December 1994. The evidence base used on these inspections is also considered. These data are used to suggest that school improvement can be enhanced by the inspection process under certain conditions. A preliminary exploration of these conditions is provided in the paper. Implications for the school inspection process, school self‐review and future research questions are identified. 相似文献
3.
Win Findlay Headteacher 《School Leadership & Management》2013,33(2):127-130
Abstract This paper aims to contribute to the ongoing debate on how best the appraisal of headteachers can be effected. It presents an analysis of the findings of a study which compared self‐appraisals of their managerial peformance by a sample of primary headteachers (n=36), with appraisals of these headteachers by their teaching staff. Respondents completed the 100‐item Management Performance Profile (MPP) Questionnaire and the resulting profiles of the headteachers'performance in 10 managerial categories, were compared. In addition, data were generated on headteachers' perceptions of their personal and professional identity, using a semi‐structured interview schedule. The findings are that there is a high level of concordance between perceptions by headteachers and teachers of the managerial priorities of the primary headteacher. However, two groups of schools are identified, in which there are significant differences between evaluations of the headteachers' managerial performance. Interview data is used to illuminate the analysis and discussion of these differences. The conclusion is that staff participation in headteacher performance review has much to offer and that the MPP questionnaire is a tool of value in this respect. 相似文献
4.
Feyisa Demie 《School Leadership & Management》2013,33(4):445-467
This study demonstrates how value-added research undertaken at the local education authority (LEA) is used directly by heads and teachers in their efforts to raise standards in schools. It draws on a decade of experience of supporting schools in the effective use of performance data for school self-improvement. The article highlights the various approaches of feeding back research findings to schools, including illustrations of contextual and value-added information, and examples of working with schools to support school self-evaluation. This is followed by detailed discussions of key issues raised during the training sessions on the use of performance data and analysis of the views of headteachers, teachers and governors about the performance data feedback to schools. The main findings from this research suggest that schools use performance data and research findings effectively for school improvement purposes. Reasons for this success story in the LEA's schools are critically discussed. The article concludes that research which addresses headteachers, classroom teachers, governors and policy makers' concerns, as is the case with this study, is likely to attract their attention and be used for raising standards. 相似文献
5.
Headteachers working under conditions of severe hardship in Africa face tremendous challenges, often exacerbated by a sense of hopelessness and lack of agency to effect improvements within their school. This paper focuses on notions of leadership agency and ‘social justice’ within an African educational context, with a specific focus on the school level, and reports on a small-scale research project involving primary headteachers in Ghana and Tanzania engaging with action research in order to bring about changes which they feel will benefit the quality of pupil learning. The study presents some positive impacts generated by the headteachers’ actions and indicates ways in which these actions illustrate developments in areas of ‘social justice’ related to fairness, equity, recognition, and redistribution. The findings suggest that empowering headteachers through the use of action research can enable them to act creatively and positively to benefit the quality of education offered to the pupils within their schools. 相似文献
6.
This article reports findings from a study of 100 headteachers of very small Scottish primary schools. The main aim of the research was to follow up a sample of those schools that had participated in a larger study of all small schools in Scotland in 1996 to explore the role of the teaching headteacher. Evidence for this follow up study was collected from a postal survey and from interviews in nine case study schools. The research found that although the dual role of the teaching headteacher remained largely unchanged, pressures have increased while the available support is still perceived to be inadequate. 相似文献
7.
Julia Evetts 《Educational studies》1991,17(3):285-294
This paper is about the experience of secondary headship selection. Using data from career history interviews with 20 headteachers, 10 men and 10 women, from two Midlands educational authorities, the paper demonstrates some of the different procedures and processes used to select headteachers. Then by comparing the experiences of the long‐in‐post and recently appointed heads, aspects of continuity and change in the headteacher role are explored. The paper argues that although the processes and the selectors’ perceptions of the appropriate candidates have changed, nevertheless other features such as gender, networking and reputing continue to be important aspects of the headship selection process. 相似文献
8.
Who gets to play? Investigating equity in musical instrument instruction in Scottish primary schools
Lio Moscardini David S. Barron Alastair Wilson 《International Journal of Inclusive Education》2013,17(6):646-662
There is a widely held view that learning to play a musical instrument is a valuable experience for all children in terms of their personal growth and development. Although there is no statutory obligation for instrumental music provision in Scottish primary schools, there are well-established Instrumental Music Services in Local Education Authorities that have been developed to provide this facility for pupils. This article presents the findings of a study that was aimed at investigating the extent to which the opportunity to undertake instrumental instruction in Scottish primary schools is equitable. The study employed a mixed-methods approach. Data were gathered from 21 Scottish primary schools, a total pupil population of 5122 pupils of whom 323 pupils were receiving instrumental instruction. The analysis involved an investigation of the academic profile of this group, the representation of children with additional support needs (ASN) and the nature of their ASN. A qualitative analysis of policy and guideline documents and interviews with Heads of Instrumental Services, headteachers and instrumental instructors served to explain and illuminate the quantitative data. The findings showed that particular groups of children with ASN were significantly under-represented and offer explanations of the processes by which this occurs. 相似文献
9.
This paper examines how schools in one area of the East Midlands have developed interschool collaboration not to undermine central‐government policy but to make possible the successful implementation of the local management of schools. The study is based on structured interviews carried out with secondary headteachers and headteachers of some of the primary schools which feed pupils into these secondary schools. The time and effort expended by schools on these networks is assessed, and their advantages and disadvantages, as perceived by the headteachers, are summarised. The paper concludes with some suggestions for developing the management of these networks. 相似文献
10.
Twenty‐four primary schools were randomly selected from all those listed in a local education authority in the West Midlands of England. Heads or deputy headteachers of 21 of these schools were interviewed using a structured interview schedule very similar to the one used for a recent survey of secondary schools. Data were obtained about the general rule structures of the schools and the system of sanctions and rewards used to maintain them. The findings were then compared with those from the secondary survey. Primary schools were less likely than secondary schools to have written rule structures but most were in the process of producing them in response to new pressures. It was more common for all the teachers in the primary school to be considered responsible for seeing that rules were kept. Generally, primary school headteachers identified fewer sanctions being used to uphold their rules than in secondary schools. The number of rewards used in both types of school was about equal. Comment is made on the difference between sanctions and rewards identified as being used in schools and some observed classroom practice. 相似文献
11.
Dylan V. Jones 《Compare》2004,34(4):463-486
The introduction of the National Numeracy Strategy (NNS) in England in September 1999 represented a very significant attempt to change the way mathematics was taught in primary schools. In Wales, where the NNS does not apply, an alternative strategy required Local Education Authorities (LEAs), in consultation with their schools, to develop locally based numeracy initiatives. This article presents and discusses results from a comparative study of the way in which headteachers viewed these contrasting attempts to raise standards of numeracy and their perception of the way in which the initiatives impacted upon pupils, teachers and teaching approaches. Whilst the data presented within the article may be of particular interest to policy makers and practitioners in England and Wales there would also appear to be some messages for those who may be concerned with similar large‐scale reform efforts, elsewhere. 相似文献
12.
Saneeya Qureshi 《Support for Learning》2014,29(3):217-229
This article is based on two key findings of doctoral research into the impact that Special Educational Needs Coordinators (SENCos) in England have on teachers' skills when addressing the needs of children with SEN in mainstream primary schools. I use data from questionnaires and interviews with SENCos, teachers and headteachers to argue that key indicators for successful teaching of children with SEN include SENCos skilling teachers in their roles as ‘agents of change’ in relation to SENCos' views of their teaching colleagues, as well as the evolving nature of their own professional identity. 相似文献
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14.
《School Leadership & Management》2013,33(4):459-473
In order to examine approaches to headship amongst those appointed in the past three years 10 secondary school headteachers were interviewed. To contextualise the heads' experiences we examined the way in which they had prepared themselves for appointment, their aims in becoming heads (of particular schools in particular contexts), and the surprises they had faced. Since headship in its first years is often a time of anxiety we explored the supports obtained both within and outside schools and various means for strengthening those supports. 相似文献
15.
The OECD's recent research initiative, Attracting, Developing and Retaining Effective Teachers ( OECD 2002 ), has highlighted teacher supply and demand as an area of international concern. Using data collected in this area as part of a wider OECD initiative (the PISA 2000 study) an individual‐level analysis was conducted on the views on teacher recruitment and retention of 5416 headteachers, principals and administrators working in secondary schools in 25 countries. The findings showed considerable variation between countries in terms of perceptions of the impact of teacher shortages, inadequacy and turnover. Surprisingly, however, differences in the reports of headteachers working in the same countries were only rarely related to the size, location, or other characteristics of the schools in which they worked. Although there has been considerable previous research into headteachers’ views on this issue, much of this research has been, by necessity, small scale and restricted to a single nation. This article provides a much larger scale perspective and allows international comparisons to be made. 相似文献
16.
Presently, there are a growing number of students in the primary schools in northwest England who are living in broken communities, exacerbated by the most recent global recession. Through social justice theory, this paper examines the influence of head teachers as they look to balance administrative and pedagogical experiences in the schools. Using a qualitative methodology, including observation, in-depth interviews, and field notes this case study focused on head teachers, teachers, and parents from two primary schools in the northwest of England. Specifically, this study investigates the influence of the headteachers while identifying a social justice pedagogical epistemology and strategies being used by teachers and schools who work with students from communities typically identified as living in low socio-economic areas. Foundational to this research is the belief that headteachers, families and teachers need to make concerted, intentional efforts to engage in and acquire appropriate knowledge for building effective, communicative relationship in order to benefit student achievement. A social justice perspective therefore should provide an unequivocal commitment to acting in just ways related to concepts of fairness and equity. 相似文献
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18.
This article considers why central government policies are often insensitive to the range of contexts in which they are to be implemented. It reports on small-scale research into one instance of such 'policy insensitivity' associated with the low take-up of candidature for the National Professional Qualification for Headship (NPQH) among teachers in small primary schools during the early years of the original NPQH assessment and training scheme in Wales. Findings are reported on perceptions of LEA advisers, aspiring headteachers and their headteachers about the under-recruitment problem. It is noted how the revised NPQH policy appears to be addressing some of the problems identified. The wider significance of policy insensitivity for centralised policy making is highlighted. 相似文献
19.
In 2002 the Prime Minister of Norway initiated a central Manifesto against bullying and invited all schools to participate
in anti-bullying programs. Two programs were supported by the central authorities. This paper draws on a Norwegian project
where six compulsory schools participated in one of those programs. Our focus was on the implementation process in the schools.
We wanted to see how the schools’ readiness for the program influenced the implementation. Group interviews with the project
groups at the schools and telephone interviews with the headteachers were used to collect data. Results indicate that the
headteacher’s role is important, during both initiation and implementation of the program. The schools that were familiar
with anti-bullying work and had firm leadership seem to have implemented the program most successfully. One lesson from this
study is the need to investigate differentiated implementation support for different schools depending on their readiness. 相似文献
20.
This article reports on a study that was funded by the National College for School Leadership in order to explore practices, drivers and barriers to leadership talent identification, leadership development, leadership succession planning and leadership retention within a group of contextually different schools. The article offers two narratives from primary school headteachers, operating in different circumstances, in order to show the ways in which schools are attempting to ‘grow their own’ leaders through systematic policies for leadership development. Key features of successful schools which consider themselves to be good at leadership development, which may be relevant to other primary schools, are outlined. 相似文献