As numerous empirical findings from varied school environments show, to manage and lead schools from the headteacher position becomes a more and more comprehensive and complex task, relating to many a problem in life, both professional and personal (compare Cooley, Shen 2000; Howley et al. 2005; Sedláček, 2008; and others). The data of the presented research have shown that a realistic performance of the headteacher role, which is what we call headship (compare eg. Earley, Weindling, 2004), has got its evident inner dynamics. So the approach to headship is not once for all complete, based on inherent values or once gained beliefs. Headship as role performance, that is to say, appears as gradually shaped and altered in the course of time, by every single individual. A headteacher in the beginning of his/her career differs from an experienced one, especially in the stepwise changing of the approach to headship. To find out about a headteacher career therefore mainly means to understand such development. This is resulting in the basic reserach question: Which changes in the role performance can be traced back?

            Our study was conceived as a qualitative research. As the framework design for data collection and interpretation, narrative approach in the form of the life history method was used. Life history in an empirical research approach, enabling us to record and understand whatever essential our respondents have experienced in the course of a specifically delimited stage of their lives (compare Roberts, 2002; Erben, 1998). The key for the interpretation of life history is not only the description of substantial events but also that of the feelings and life experience of our respondents. We endeavoured to grasp their professional and life careers. Intentionally connecting the personal and professional dimensions, we share the opinion of many more authors that the way headteachers play their role is more than just a reflection of their professional competences. There is also the influence of a wide context of their lives (such as their personal background, attitudes, values and interests, the specifics of their learning and decision-making), the meanings they associate with their work experience, and the ideas about themselves and their own careers (Hargreaves, Fullan, 1992; Merton, 1963; McMahon, Watson, 2007; Patton, 2008). The life history method enables us to gradually unfold such diffusion.

            The presented results follow our conference speeches at ECER 2008 (Decisive Moments in the Development of Life and Professional Careers of Czech Headteachers) and 2009 (Quest for the Stages of Life and Professional Careers of Czech School Headteachers). Those contributions are new amplified by deeper understanding of the more advanced stages of Czech headteachers’ life and professional careers. 

BIOTT, C., MOOS, L., & MILLER, J. (2001). Studying Headteachers’ Professional Lives: getting the life history. Scandinavian Journal of Educational Research, 45 (4), 396-410. BUSH, T. et al. Educational Management. Redefining Theory, Policy and Practice. London: Paul Chapman Publishing Ltd. 1999. ISBN 0-7619-6555-6. COHEN, L., MANION, L., MORRISON, K.. Research Methods in Education. London: RoutledgeFalmer, 2000. s. 446. ISBN 0-415-19541-1 GYSBERS, N. C., HEPPNER, M. J., JOHNSTON, J. A. Career Counselling. Process, Issues, and Techniques. USA: Allyn &Bacon, 1998. ISBN 0-205-17508-2 HIEBERT, B., BORGEN, W. Technical and Vocational Education and Training in the 21st Century. New Roles and Challenges for Guidance and Counselling. Paris: UNESCO, 2002 147s. without ISBN PASCAL, CH., RIBBINS, P. Understanding Primary Headteachers. London: Cassel, 1998. 251 s. ISBN 0-304-70268-4 POL, M., NOVOTNÝ, P. Ředitelé a řízení kvality ve škole (... z případových studií). In Studia paedagogica. Sborník prací filozofické fakulty Masarykovy univerzity. 1. vyd. Brno : Masarykova univerzita, 2005. od s. 49-66, 17 s. ISBN 80-210-3891-8. POL, M., NOVOTNÝ, P.. Story of Stanislav. Example of utilization of the Story-line method. In Evaluation for Improving School Leaders Training Programmes. Brdo při Kranju, Slovenia POL, M., HLOUŠKOVÁ, L., NOVOTNÝ, P., ZOUNEK, J. School Culture. Brno : Masarykova univerzita, 2005. 217 s. 55-996-2005 02/58 13/FF. ISBN 80-210-3746-6. POL, M., RABUŠICOVÁ, M. Management of Czech Schools: with or without Teachers´Participation? Závěrečná zpráva z výzkumu podporovaného RSS, grant č. 346/1996. Brno-Budapešť 1997. SUGRUE, C. (2005). Putting ‘real life’ into school leadership. Connecting leadership, identities and life history. In Sugrue, C. (Ed.), Passionate Principalship:Learning from the life histories of school leaders.(pp.3-25). London and New York: RoutledgeFalmer: Taylor & Francis Group.