A Day in the Life of New Headteachers in Urban Schools

Author(s):

Sara Bubb(presenting / submitting)Peter Earley(presenting)

Conference:

ECER 2012

Network:

26. Educational Leadership

Format:

Paper

Session Information

26 SES 01 A, Educational Leadership

Parallel Paper Session

Time:

2012-09-18

13:15-14:45

Room:

FFL - Aula 8

Chair:

Helen Wildy

Contribution

It is known that the work of headteachers is demanding. Weekly logs completed by new headteachers in Scotland show a relentless, complex and emotionally demanding workload (MacBeath et al, 2009). What can be learned about headship from how new school leaders spend a day? This paper will draw upon data derived from a recently completed small-scale qualitative study of new heads in large cities, funded by the English National College for School Leadership (Earley et al, 2011), to analyse how new headteachers spend their time and consider what professional development would aid them. Other studies from across the world, such as those of the International Study of the Preparation of Principals, Quong (2006), Duke and Salmonowicz (2010), MacBeath et al (2009) and Bristow et al (2007), point to the wealth of detailed evidence from further insight into the typical day, the nature of the problems faced and specific details of how these are addressed. Bristow et al identified 54 different activities that fell within 7 broad areas of strategic leadership, management, administration, external and internal stakeholders, CPD and personnel.

Method

This qualitative study of newly-appointed headteachers in global cities is essentially interpretive in orientation as it wishes to understand how the heads defined the situations they were in. It is important to understand their perspective. It investigates their experiences in taking over the leadership of schools in urban areas. The research began with a review of the relevant literature from the UK, Europe, North America and Australasia before studying six new headteachers – three primary, two secondary and one from a Special School – who were in their first year of their first post in challenging inner city English schools. They were interviewed on two separate occasions and a researcher shadowed them for a day.

Expected Outcomes

Our research confirmed the picture portrayed in the literature review of the relentless nature of heads’ workload. They found their work fast-paced, stressful, relentless, fragmented and involving a wide variety of activities. On the observation days for this study, new headteachers spent nearly half their time on management. This included meetings with staff, budget and finance matters, behavioural issues, health and safety, premises, shortlisting and interviewing new staff, assessment and examination issues, walkabouts with management-centred interactions, playground and lunch duties, special educational needs and inclusion, and parents and governors. Approximately a third of time was spent on leadership, which included strategic planning, leadership meetings, classroom observations, self-evaluation activity, school improvement planning, walkabouts with learning-centred interactions, staff development and the governing body. Administration occupied 17 per cent of heads’ time. Initially the team used the same categorisation of activities identified by Bristow et al, but designed a revised categorisation of 5 groups and 48 activities. Several case study heads remarked how being shadowed had been helpful as it had provided them with the ‘chance to reflect and think about the issues discussed’. The paper will discuss the potential of this as a new form of leadership development.

References

Bolhöfer, J. (2011). Leadership in Education: European Synopsis. Hildesheim: Niedersächsisches Landesinstitut für schulische Qualitätsentwicklung (NLQ). Bristow, M, Ireson, G & Coleman, A, 2007, A life in the day of a headteacher: a study of practice and wellbeing, Nottingham, National College for School Leadership Bush, T & Oduro, G K T, 2006, New principals in Africa: preparation, induction and practice, Journal of Educational Administration, 44(4), 359–75 Earley, P., Nelson, R., Higham, R., Bubb, S., Porritt, V. and Coates, M. (2011). Experiences of New Headteachers in Cities. Nottingham: NCSL. Gabarro, J J, 1987, Dynamics of taking charge, Harvard, Harvard Business School Press Pont, B., Nusche, D., Moorman, H. and Hopkins, D. (2008). Improving School Leadership: Case studies on system leadership. (Vol. 2): OECD Publishing. Crow, G, 2006, Complexity and the beginning principal in the United States: perspectives on socialization, Journal of Educational Administration, 44(4), 310–25 Crow, G, 2007, The professional and organisational socialization of new English headteachers in school reform contexts, Educational Management Administration and Leadership, 35(1), 51–72 MacBeath, J, 2011, No lack of principles: leadership development in England and Scotland, School Leadership and Management, 31(2), 105–22 MacBeath, J, Gronn, P, Opfer, D, Lowden, K, Fords, C, Cowie, M & O’Brien, J, 2009, The recruitment and retention of headteachers in Scotland, Edinburgh, Scottish Government Martin, J & Robertson, J M, 2003, The induction of first-time principals in New Zealand: a programme design, International Electronic Journal for Leadership in Learning, 7(2). McKinsey & Company, 2010, Capturing the leadership premium, Nottingham, National College for School Leadership Quong, T, 2006, Asking the hard questions: being a beginning principal in Australia, Journal of Educational Administration, 44(4), 376–88 Robinson, V. (2011). Student-Centered Leadership: Jossey-Bass. Weindling, D & Earley, P, 1987, Secondary Headship: the First Years, Windsor, NFER Nelson

Author Information

Sara Bubb (presenting / submitting)

Institute of Education, University of London

Bromley

Peter Earley (presenting)

IOE

LCLL

London

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