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1.

Twenty six primary school headteachers in the Midlands of England were interviewed about headteacher appraisal at a point when all of them had been appraised at least once and when in most cases they had been involved in the appraisal of other heads. One set of questions related to the benefits heads perceived that they had received from the headteacher appraisal process. The majority of heads did perceive such benefits and this article explores the nature of these claimed benefits. They included the opportunity to reflect on one or two longer term developmental issues, as opposed to the normal headteacher routine of crisis management on a number of fronts simultaneously; the chance to have a second opinion on their managerial practice; the feeling that someone was observing their work with care and could give praise when due; the possibility of making comparisons with the practice of other heads. Some heads felt they gained more benefits from being an appraiser of other heads than from being appraised themselves. Some of the arrangements for headteacher appraisal had involved more mutuality than the government had originally envisaged, but it is argued that this may have also brought about some unanticipated benefits.  相似文献   

2.
Research News     

In secondary schools, subjects dominate teaching and also the organizational structures. Typically, subject department heads perform a middle-management role in secondary schools and often this role is taken-for-granted and unquestioned. In this article, we examine the impact on secondary school culture and the resulting changes to practice when the department middle-management structure and roles are open to revision. We investigate the experiences of two schools that are part of a longitudinal study on reculturing and restructuring in all secondary schools in one school district in Ontario, Canada. Our research indicates that structural change initiated by school level participants is a prerequisite to real change and that structural changes preceded cultural changes. However, it is the process of creating the new structures that is the key consideration as mandating an alternative might not be facilitative of cultural change. The primary research question guiding this article is: what impact does involvement in restructuring a middle-management organizational model have on the culture of a school and the change process experienced by staff members?  相似文献   

3.
There is a good deal of consensus in the literature about the key role of leadership – especially that of the headteacher – in facilitating school improvement. Yet much of the research in this area has taken place in Western industrialised countries. This article explores the issue of headship in the context of schools in a specific developing country context, that of Pakistan. Drawing on 2 studies of the experience of headteachers in Karachi, the article identifies and explores the key variables that may contribute to a sense of personal efficacy for these heads, namely the expectations generated by the national or community culture, the powers and accountabilities generated by the school system in which they work, and their own individual personalities and histories.  相似文献   

4.

This article reports the findings from interviews with ten primary headteachers on the roles, responsibilities and relationships of the heads and their deputies, particularly in the light of the 1998 Green Paper 'teachers meeting the challenge of change'. These heads were selected because their schools had figured well in the 'Performance Tables 1999: Key Stage 2 Test Results' and so should exemplify good practice. The findings suggest the following key characteristics for an ideal partnership between a head and a deputy: shared values and vision; close personal and professional relationships; clarity about boundaries; provision of non-contact time. Moreover, the article proposes a distinctive role for the deputy in an era of performativity: the 'leading professional' within the school.  相似文献   

5.

Leadership provided by the headteacher is widely acknowledged to be a crucial variable in determining the effectiveness of schools. However, the majority of leadership studies consist of either surveys or interviews which the researcher has conducted with head teachers or case studies written by the head teachers which draw heavily upon their own experience, and as such are essentially 'autobiographical' in the perspective they provide on leadership in schools (Ribbins &; Sherratt, 1992). The objectives of this article are to: set out a new model of effective school leadership based on recently completed empirical research; demonstrate how the multi-perspective methodology adopted contributed to a critique of existing models of leadership and the development of a new grounded model and discuss the analytical issues raised by the multi-perspective methodology which involved all the stakeholders in a school community.  相似文献   

6.

Since September 1999, all Newly Qualified Teachers (NQTs) in England who wish to teach in the maintained sector have to complete an induction period. In the light of the introduction of this statutory policy, this article critically examines the key role of the school-based induction tutor in managing the process. It draws upon an analysis of the government's induction circulars (DfEE 1999, 2000; DfES 2001) and uses empirical data from a large, national DfES-funded project which evaluated the implementation of the policy. It is argued that, for the majority of schools the work of the induction tutor within the whole school context, including management by the headteacher, is the major factor in the success of the policy. Further, it is argued that there remain some tensions in the policy between the professional development and the assessment agenda.  相似文献   

7.
ABSTRACT

This paper explores how doing headship may be considered as a form of policy narration. A key role of the headteacher as policy narrator is to tell/sell a story about their school to themselves, their staff and the outside world of parents, inspectors and other stakeholders. The accounts they construct will depend to some extent on their perspectives, commitments and personal-professional identities as well as an interplay between national priorities and situated contexts. They will also depend on who they are speaking to and what they take to be a ‘professional’ response in relation to their policy work in school. Drawing on in-depth interviews with two experienced English primary school headteachers, Hazel and George, and Lakoff and Johnson’s claim [1980. Metaphors We Live By. Chicago, IL: University of Chicago Press] that metaphors are not just linguistic devices, but technologies of reasoning and understanding, this paper explores the ways in which headteachers deploy different tropes to explain what it is that they do. Metaphors of leadership explored include headship as branding, persuasion and not dropping the ball as well as fighting and parenting although there is an absence of any direct political critique in these two accounts.  相似文献   

8.
Eve Bearne 《Literacy》1996,30(1):2-8
The role of the headteacher has been identificed as one of the key characteristics of schools which achieve high standards of reading. Eve Bearne here presents the findings of an evaluation which reveals ways in which headteachers influence reading standards, particularly through in-service provision. The evaluation's aim was to assess the effectiveness of in-service courses in raising standards of achievement in reading and to consider the implications for school provision and future in-service arrangements. One factor which emerged strongly was the importance of the headteacher's role in managing reading provision in the primary school. It appeared that where the headteacher had taken a proactive role, developments were likely to be more firmly and permanently established and staff more secure in extending their practice.  相似文献   

9.
The performance management scheme that has been operating in English schools since 2000 gives considerable responsibilities to the school's governing body. These include responsibility for appraisal of the headteacher's overall performance as a school leader and manager. Governing bodies are assisted in this task by government appointed external advisers. Drawing on research, this article outlines the role of the external adviser in headteacher appraisal and what we know about how it is working in practice. Some of the key issues are explored and questions raised for further research. External advisers were very clear that their primary role was as advisers and supporters to the governors, but they also put considerable emphasis on the support that they provided for headteachers. They understood, however, that the ultimate responsibility for the performance management of the head lay with the governing body. They also saw themselves as counsellors, facilitators, mentors, honest brokers, coaches and governor trainers. The key to their role was the fact that they were outsiders, with no axe to grind and with no connection to either the LEA or to the national inspection agency (OfSTED).  相似文献   

10.
Abstract

The head of department occupies a key institutional position yet the role is a complex and demanding one which is subject to pressures, conflicts and uncertainties. This paper examines aspects of the role of the head of department through the proceedings of a day conference for heads of department at one university. It highlights issues and concerns, and analyses them in terms of the cultural and organisational characteristics of universities as institutions. Among the key issues identified are: the nature of institutional management structures; relationships with the administrative centre; and the nature and definition of the head of department's role.  相似文献   

11.
This chapter examines the waves of reform, restructuring and reengineering to determine their effects on the role of the headteacher or principal. Data from two major studies of headteachers in the United Kingdom suggest that the role has changed considerably. Specifically, there has been a combination of loose–tight changes which have directly affected schools and their headteachers. Reforms such as the Local Management of Schools (LMS) have given heads control of the own budgets, while the curriculum, testing, and school inspection have moved to the center and control by the government. The reforms are now a reality in the everyday work of headteachers. While some restructuring has occurred, reenginering and fundamental change to the schools’ approaches to teaching and learning are still at a very early stage.  相似文献   

12.
This article examines what happened within one Church of England primary school during an action research project concerning sexualities. No Outsiders aimed at exploring how teachers developed classroom practices that promoted greater inclusion of sexual minorities, at the same time as working to eradicate homophobic bullying and heterosexism. This examination engages current research methodologies, including post‐structural analytics and narrative ethnography, to consider the viewpoints of headteacher and researcher, with a particular reference to faith issues. Various intersections are considered – between different faith positions and between different theoretical approaches – to conclude that while there are risks involved in straddling critical boundaries, there are also benefits in terms of creativity and motivation.  相似文献   

13.

In 1998, the Labour Government instituted the School Standards and Framework Act which abolished Grant Maintained (GM) schools and introduced three new categories of school: community, voluntary and foundation. The latter two were to have much of the autonomy of GM schools, particularly with respect to admissions. This article reports on the findings of a study which gathered the perceptions of heads, governors and senior staff about admissions issues in 11 foundation schools after their first full term in their new status.  相似文献   

14.

As part of an investigation into the progress of the appraisal of primary school headteachers in three LEAs in the Midlands, the three LEA appraisal coordinators concerned were interviewed in advance of a sample of the headteachers. From the three semi-structured interviews it was possible to detect interesting differences, as well as similarities, in the procedures adopted in the LEAs. In one case the advisers were unable to meet the statutory obligation for there to be an LEA officer involved in each appraisal and reporting back to the LEA appeared to be very patchy. This stemmed from resource constraints which were also seen as a looming problem by the other coordinators. In all three cases the coordinators had tried to ensure that the implementation of headteacher appraisal was as non-threatening as possible. This had led in some cases to a level of reciprocity of appraisal together with a degree of choice which might be seen as a more comfortable set of arrangements than many managers outside education or, for that matter, class teachers might encounter. The outcomes were, however, seen as very positive staff development for the heads concerned. (This is being confirmed by the overwhelming majority of the heads themselves in the interviews with them which have taken place subsequently.) Although appraisal reports on heads are available by law to the chairpersons of governing bodies, there was evidence that such feedback as there was tended to be perfunctory in many cases. There is evidence that this is not through carelessness. Appraisal of headteachers may not be following the lines of accountability originally favoured by the government. This may account for some evidence of government disenchantment with the appraisal process in education as it currently operates.  相似文献   

15.
ABSTRACT

State school inspection in Norway is currently changing with targeted schools becoming subject to more complex methods of inquiry. Not only school principals but middle leaders are exposed to this shifting system, for the latter are in the frontline of their schools’ everyday practices. The article examines how state school inspection is used as means of controlling legal compliance, as well as evaluating the formative assessment routines and practices of schools, middle leaders, and individual teachers. Drawing on the concepts of accountability and performativity, field observations of inspectors interrogating department heads in primary education are analysed. The empirical study demonstrates how use of standardised rubrics steer the inspection process in schools, aiming more towards completing on task, rather than supporting middle leaders in their struggle to comply with legal standards. During such interrogation, the department heads comply with the system, and are at the same time open towards the inspectors’ questioning concerning the school’s lack of fully implemented routines.  相似文献   

16.
Abstract

Drawing on findings from a recent study of pastoral care within a primary school, this article highlights the role of fathers as a key factor in a range of successful interventions. While gains can be made in work with vulnerable children, the home–school dimension of pastoral care deserves far greater attention by schools, educationalists and researchers than it has so far received. The English government has a strategy to promote a closer relationship between parents and primary schools: much depends upon the resources available to schools and the commitment of staff.  相似文献   

17.
This article considers how primary school staff may be supported with developing their capacity for ‘evidence-informed policy and practice’ (EIPP) through partnerships involving academic researchers. It reports on one such partnership, a collaborative research project focused on improving the transition between key stages of the National Curriculum for pupils in the middle years of schooling. A case study of one participating primary school is presented. The headteacher opportunistically capitalised on the unexpected evidence emerging during the project that the vision for the school held by members of the senior management team had not been communicated to other teachers. The headteacher's response was to initiate a management review involving all staff. It is suggested that this sort of approach to collaborative research involving school staff and academic researchers holds great promise as a starting point for many initiatives to strengthen the evidence base informing school policy and practice.  相似文献   

18.

There are an increasing number of research studies concerned with the realm of middle management in schools. However, few of these studies have adequately defined what might be considered middle management in schools, or have clarified which posts constitute those of middle managers. In addition, these studies have rarely considered the way in which different departmental cultures and structures affect leadership style and departmental performance. This article acknowledges the importance of the role of the head of department in secondary schools in school wide change and outlines some of tensions and dilemmas facing those who manage from the middle. It considers the leadership tensions facing heads of department in secondary schools and points towards the variety of departmental contexts, structures and cultures in which heads of department, or subject leaders operate. The article offers an analysis of the dynamic between leadership and culture within the departmental context. It concludes by suggesting that heads of department have a major contribution to play in managing cultural change at both the department and whole school level.  相似文献   

19.
This paper is intended to describe the roles and responsibilities of the small school head and is based on the personal experiences of a serving headteacher. It seems an accepted element of academic discourse that recent governmental initiatives have impacted on the leadership and management of educational institutions in such a way that they have offered both opportunities and challenges for school leaders. It is the central contention of this paper that the impact of these opportunities and challenges has nowhere been greater than in the leading of small schools.  相似文献   

20.
Students perform better academically in schools with high levels of trust. Yet school leaders primarily responsible for building cultures of trust may not know how to effectively build trust. This research examines how visibility of Ugandan headteachers is related to teachers’ perceptions of headteacher trustworthiness. Using grounded theory, we interviewed 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings indicate teachers’ perceptions of headteacher relational trustworthiness were related to headteacher visibility, with perceptions of both relational and competence trustworthiness being moderated by teacher and headteacher personal characteristics. Findings are comparable to U.S.-based research.  相似文献   

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