01 SES 01 A, The Professional Learning and Development of Leaders: International perspectives on learning to lead - Part 1
Symposium to be continued in 01 SES 02 A
International research (e.g. Moos et al. 2011; Day and Gurr 2016) consistently shows the importance of leadership development. Lovett et al. (2015, 138), from an extensive review of the literature, note that there is general agreement that ‘school leaders need high levels of self-efficacy, resilience, self-awareness and judgement in order to cope with the emotional demands and complexities inherent in school-based ethical decision-making’. Research evidence also shows that given the intensity of the job, the emotional demands, the accompanying workload and the high-stakes accountability cultures in which they work, principals suffer from high levels of occupational stress (Mahfouz 2018; Phillips and Sen 2011). It is perhaps unsurprising therefore that many education systems are experiencing difficulties in recruiting and retaining school principals (MacBeath, O’Brien and Gronn 2012). A decade ago the OECD (2009) reported that 15 of the 22 participating countries had difficulties in finding a sufficient number of qualified candidates. Within this context, this paper considers the professional and personal development needs of school leaders and seeks to explore the difference that the provision of a mentor makes. An extension of earlier research into the professional development needs of heads of leading independent schools (Earley, Bubb and Berry, 2016), it looks specifically at the journeys of 15 new heads and their mentors for two years, from the head-designate period. It argues that whilst the provision of leadership development opportunities continues to be essential, greater attention needs to be given to individuals and their personal development - their wellbeing and developing the personal qualities and traits required for school leaders to operate successfully in such demanding working conditions.
Day, C. and Gurr, D., (Eds.) 2016. Leading schools successfully: stories from the field. London: Routledge. Earley, P., Bubb, S. and Berry, J., 2016. The professional development needs of heads of HMC schools: final report. London: UCL/HMC. Lovett, S., Dempster, N. and Fluckiger, B., 2015. ‘Personal agency in leadership learning using an Australian heuristic’, Professional development in education, 41 (1), 127-143. MacBeath, J., O’Brien, J. and Gronn, P., 2012. ‘Drowning or waving? Coping strategies among Scottish head teachers’, School leadership and management, 32 (5): 421-37. Mahfouz, J., 2018. ‘Principals and stress: few coping strategies for abundant stressors’, Educational management, administration and leadership, 1-19, DOI: 10.1177/1741143218817562 Moos, L., Johansson, O. and Day, C., 2011. How school principals sustain success over time: International perspectives, Springer Verlag. OECD, 2009. Improving school leadership: the toolkit, Paris: OECD Publishing. Phillips, S. and Sen, D., 2011. ‘Stress in headteachers’. In Langan-Fox, J. and Cooper, C., (Eds), Handbook of stress in the occupations. (177-200) Cheltenham: Edward Elgar Press.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.